Mestrado em História

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https://repositorio.ufcat.edu.br/handle/tede/75

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Navegando Mestrado em História por Autor "Arantes, Luiz Humberto Martins"

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    Ensino de história e o teatro universitário brasileiro: uma proposta com Carcará: não vai morrer de fome do Corpoencena da UFG/RC
    (Universidade Federal de Goiás, 2019-09-25) Borges, Michele Christine; Costa, Ismar da Silva; http://lattes.cnpq.br/0676012960180125; Arantes, Luiz Humberto Martins; Santos, Marcia Pereira dos
    The investigative intention is to elaborate a theoretical-methodological proposal for teaching history in high school, from the analysis and systematization of creative processes with immanent literary, theatrical and audiovisual sources, the production of the “Carcará: will not starve” staging performed by Grupo Corpoencena of UFG / RC, which are inserted in the context of artistic- cultural movements of resistance to the Brazilian military dictatorship in the 1960s of the twentieth century. The text is staged in three acts, demarcated by the following scripts: In the first act we describe the History of the Corpoencena; We situate Carcará as a production of Corpoencena; We narrate about the motivating sources; We mark the montage and present the Festival and Colloquium. In the second act we investigate the immanent literary, theatrical and audiovisual sources the production of the staging, especially those that make up the Brazilian university theater scene. In the third act, we dialogue with authors of the area and the notes of curriculum educational policies, which guide about dealing with cross-cutting, multicultural and interdisciplinary themes; We carried out the systematization of a theoretical-methodological proposal for the teaching of history. We used as methodology to analyze the sources of inspiration composed by the literature, visual arts, music in composition with the performing arts: Death Life Severina (and scenic montages); of digital painting Di Cavalcanti - The Retirantes of Cândido Portinari, of the song “Carcará” in the context of Teatro Opinion and Grupo Barbatuques. And the research data found in field diary notes, audiovisual records (photos and videos), as well as articles and scholarly work. We hope that this proposal can somehow help and inspire teachers from the field of history and other areas to carry out collective work, adding knowledge and overcoming challenges, scarcity and existing differences at a time when we are fragile in the hope of hope for change. in political conjunctures and social relations.
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    História, teatro e ensino de história: possibilidades metodológicas
    (Universidade Federal de Goiás, 2017-08-29) Almeida, Maria Helena Gondim; Santo, Márcia Pereira dos; http://lattes.cnpq.br/6045228094757678; Santos, Márcia Pereira dos; Arantes, Luiz Humberto Martins; Cunha, Getúlio Nascentes da
    This study uses theatrical methods as a way to teach History in the classroom. The aim is to address theatrical methods allowing to articulate between the present and past tenses, so that the students can be the main figure of their own learning. The reason for this study was the use of theatrical methods in the classroom and the desire to report the constant work of teachers using theatrical methods in the classrooms with teenagers in elementary school. However, at the same time that it reflects a real experience, discussing concepts of Historical consciousness, memories and the theatrical methodology itself, this study elaborates a pedagogic proposal with the theatrical methodology in history classes trying to relate and reflect about the roll of History and the meaning of the use of theatrical methods in the process of knowledge construction, articulating the memories of teachers and students. I defend that using theatrical methods it is possible to accomplish interdisciplinary work between two or more subjects, which implies a direct intervention in school dynamics, where it becomes a reality. Thus, this study ponders about History teaching, pointing out challenges and possibilities that the use of theatrical methods as teaching and learning methodology provides, defending its use along with my own experience as inspiration to other teaching professionals. I believe that a studies as this one are an effective commitment to History teaching and its subjects, for its results should assist and extend the teachers formation, showing new ways to teach, which, in my point of view, can help to enforce professional and affection ties between teachers and students.