Mestrado em História

URI Permanente para esta coleção

https://repositorio.ufcat.edu.br/handle/tede/76

Navegar

Navegando Mestrado em História por Autor "Barros, Aparecida Maria Almeida"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    As receitas medievais portuguesas no ensino de História
    (Universidade Federal de Goiás, 2017-09-05) Oliveira, Diêgo Soares de; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Duarte, Teresinha Maria; Flores, Marta Maria Lopes; Costa, Ismar da Silva; Silva, Luzia Márcia Resende; Barros, Aparecida Maria Almeida
    With the arrival of the re-democratization, general educational laws such as LDB and the PCNs they have been as a guiding of curricular proposal common to schools throughout the country. Within these documents, the History and High School They are the continuity the education of citizenship and work. Faced with this, I pointed out some questions: How do you reflect Medieval History in Brazil within a proposal for an education-focused only on the labour market? What are the notes that you can make to teaching and research in Medieval History in the period in which is in vigor the re-democratization in the country? How does Portuguese food contribute to teaching today? Right after the decade of 1980, history teaching has intensified the use of new tools and themes for to be use in the classroom as a way to simplify historical knowledge and form new individuals in history. The New Medieval studies have also contributed to this issue, stating that our Brazilian identity still has many Portuguese medieval heritages. Based on this, I proposed to bring in this work, a presentation of an educational workshop project with the theme of the Portuguese medieval feeding and as a methodology of teaching the History Education. Through the recipes of the book “Um Tratado de Cozinha Portuguesa do Século XV", the idea is in the construction of a tasting fair with recipes from Portuguese medieval foods and those of the family tradition of the students. These recipes will be elaborated by the pupils, and it is a way to verify Portuguese heritages presents in the tastes, flavors, ingredients and in the preparation techniques; also, reflect how this contributes to the orientation of life and constructing of our students/the as individuals in history.
  • Imagem de Miniatura
    Item
    O uso das fontes filosóficas/literárias para o ensino do renascimento no ensino médio
    (Universidade Federal de Goiás, 2016-10-28) Ciappina, Isabel Adelorada; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Silva, Maria da Conceição; Cunha, Getúlio Nascente da; Santos, Marcia Pereira dos; Barros, Aparecida Maria Almeida
    There are different debate about the history teaching that runs through decade the thread, inside them find debate as of Rusen (2007) in connection the teaching methodology and objective of teach history. The subject comes since the teacher‟s formation in the university, until your insertion in the class, with incorporation attempt the research made university in the pedagogic-didactic action for that no distances, serving as complementation form of theory with practice. The way that contributes very with approximation is the proposal by Bittencourt (2011) that mentions the utilization differents languages and source in the history teaching in the classroom, such as the use of literary fountain, for to bring the students of history contents. Therefore, a focus this research is in teach method through of using of literary fountain, in order to make it more attractive for students. Other teach focus is in the formation history thought of renaissance by humanists, contained in the proposed documents for analysis, in the workshops. The problems that move this research are: How to right the use literary fountain the history teaching? Because students are motivated to study history in high school? How to teach renaissance for high school students? Which this humanist thought in the “introduction” of the following works: Madness praise of Erasmo of Rotterdam, Utopia of Thomas More and The prince of Maquiavel? This study it embases in the notion of historic conscience of Rusen (2007), us estudy of didactic made for Bittencour (2011) and until didactic relations with practice teaching of Fonseca (2003). Besides, it supplement with the practice of workshops for to test the functionally of teaching method proposal the long of research. Arriving the conclusion that to approach literary fountain in the history teaching to turn the lessons more interesting keeping attention of students and proposing more participation them in the classroom, stimulating your reasoning and critical sense about of renaissance.