{"title":"O Imperialismo em sala de aula","authors":"T. Sampaio","doi":"10.26512/EMTEMPOS.V1I36.30731","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.30731","url":null,"abstract":"Annually, as Brazilian public schools, it receives didactic works from the National Textbook Program. The last evaluation carried out was related to the year 2020, which was evaluated books for the last years of Elementary School. One of the areas covered by the PNLD is the discipline of History, which had a total of eleven collections available for teachers to choose from. In this last PNLD, the works should be in accordance with the Common National Curricular Base proposed for each discipline that constitutes the curriculum of students in Brazilian schools. In view of this, the present work sought to analyze the chapters that worked with the theme of Imperialism in the eighth-year books of Elementary Education in the collections made available for evaluation by teachers, seeking to understand the interpretations of their authors on this historical phenomenon, the conceptual approach employed and imagery available throughout the evaluated chapters.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42843470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Decifrando as fugas escravas","authors":"F. Ferreira","doi":"10.26512/EMTEMPOS.V1I36.31768","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31768","url":null,"abstract":"The escape of slaves was inserted socially within the Atlantic slave cities, especially, in Rio de Janeiro city in the 19th century. Scan the meanings that an escape had for slaves, slave masters and others social segments, as understood by each of them are the guiding threads of this work. Through analysis of five thousand advertisements for runaway slaves, published between the years of 1840 and 1850 in the “Diario do Rio de Janeiro”, we seek to understand the ways in which slaves were socially inserted into the urban world of Atlantic slave cities during the experience of their captivity, as well as the motivations and strategies of these historical acts at a crucial moment in their lives, one that would ultimately allow them to break with their condition of enslavement. This article will discuss the analytical possibilities — for the universe of slavery in Brasil — of approaches about slavery, press and slave scales.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45451606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ideários Estéticos Afro-Atlânticos e Decolonialidade","authors":"Hélio Ricardo Marino Rainho","doi":"10.26512/EMTEMPOS.V1I36.31249","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31249","url":null,"abstract":"Starting from the formulation of a concept for “aesthetic principles”, this article studies the proposition of the African-American artist Jean-Michel Basquiat (1960-1988) - expressed, in his own words, in the strategy of “attacking the circuit of galleries at that time”- to transpose political-territorial limits of a hegemonically white artistic field and inscribe his art through aesthetic signs that challenge the Eurocentric identity agencies that confer blackout, invisibility and primitivism to Afro-Atlantic artistic legacies.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48977958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cairo Mohamad Ibrahim Katrib, Tadeu Pereira dos Santos
{"title":"Cenário de uma Educação Étnico-Racial em movimento para o Século XXI","authors":"Cairo Mohamad Ibrahim Katrib, Tadeu Pereira dos Santos","doi":"10.26512/EMTEMPOS.V1I36.30822","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.30822","url":null,"abstract":"Affirmative action, with regard to the inclusion and permanence of those entering higher education, has been the subject of numerous academic reflections and has fueled actions in the administrative and pedagogical spheres of the various Brazilian institutions. This process has become an issue in academic discussions in recent decades, promoting meaningful dialogues with the most diverse areas of knowledge. There are several points of view, there are countless gaps and reticence in relation to the way higher education institutions build and carry out their actions aimed at the insertion of blacks, pardos, indigenous people, quilombolas, peasants, people with special needs, among others. others in the processes of access and permanence in their undergraduate courses since 2002, when exercising the first affirmative action in universities. Due to these multiple perspectives, the referred text proposes to reflect on the various processes - political, historical, cultural that involve the field of affirmative action in Brazilian universities, especially those aimed at blacks and browns, in order to perceive how their effectiveness has been taking shape and form and how they are effectively constituted. The discussion also involves understanding whether affirmative actions are compensatory measures or effective interventions within State public policies that are really concerned with social transformation. For this, we highlight in this reflection of some government actions as support for the proposed dialogue, among them Law 10.639 / 2003, Law 12.711 / 2012 and its consequences in higher education.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41719977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"impactos da lei 10.639/03 nos cursos de Licenciatura em Letras da Universidade Federal de Catalão","authors":"M. H. D. Paula, Carolina Faleiros Felício","doi":"10.26512/EMTEMPOS.V1I36.31783","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31783","url":null,"abstract":"In 2003, Law 10.639 was passed, making teaching compulsory Afro-Brazilian and African culture and culture at all levels of education; but apparently, the inclusion of these themes in teaching occurs slowly. This study presents how the Law 10.639/03 is applied in the UFCAT’s Letters Degree courses, based on the analysis of the Pedagogical Project of the courses and the semiannual schedules of course offerings, over the last ten years. Although there is research about Afro-Brazilian and African culture in the Academic Unit, we conclude that its results are little applied in both degrees. Strategies are also presented for the law to be complied with, due to its mandatory nature and the need to fight prejudice and transform ethnic-racial relations, aiming to assist in teacher education of students, through discussions and critical reflections for a teaching focused on ethnic-racial relations.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46830358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Movimentos políticos negros no Atlântico","authors":"C. Souza","doi":"10.26512/EMTEMPOS.V1I36.31781","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31781","url":null,"abstract":"The general Education and, more specifically, History teaching have been deeply transformed by recent epistemological proposals, which oppose exclusionary narratives. This paper intends to analyze the experience of applying a History workshop to Brazilian 8th graders, based on a decolonial theoretical framework. This workshop presented three black movements: Bahian Conspiracy (1798), the Haitian Revolution (1791-1804) and the Aponte Conspiracy (1812). Therefore, the paper contemplates materials produced by those students, analyzing the knowledge building regarding these historical events. On what level does the students' perception of the historical narrative relate to these materials? What is the potential of an anti-racist and decolonial education regarding History teaching?","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42314275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Müller, Raimundo Nonato Wanderley De Souza Cavalcante
{"title":"invisibilidade dos negros na história de Gramado/RS","authors":"A. Müller, Raimundo Nonato Wanderley De Souza Cavalcante","doi":"10.26512/emtempos.v1i36.31760","DOIUrl":"https://doi.org/10.26512/emtempos.v1i36.31760","url":null,"abstract":"O município de Gramado, no Estado do Rio Grande do Sul, é reconhecido destino turístico no Brasil, e apresentado como um espaço de colonização alemã, italiana e portuguesa. A ausência dos negros na história oficial, a inexistência de pesquisas acadêmicas sobre o assunto e a necessidade de material pedagógico para auxiliar no ensino de história e cultura afro-brasileira, promoveu o início dessa pesquisa que está em estágio preliminar. Pesquisas acadêmicas no entorno de Gramado comprovam significativa população de descendência africana no século XIX, além disso uma extensa rede de compadrio entre proprietários de terras e afro-brasileiros. A ausência de dados oficiais conduz a pesquisa para a análise dos lugares de memória, por meio de indícios encontrados em livros de memorialistas locais, fotografias e paisagens. Os resultados coletados até o presente indicam que os negros sempre estiveram presentes na história da região, tanto na frente de expansão quanto na frente pioneira, e também apontam para um provável esquecimento proposital dessa população.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69356582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jaciely Soares da Silva., Admilson Eustáquio Prates
{"title":"Ponto Cantado de Umbanda como fonte para o Ensino de História","authors":"Jaciely Soares da Silva., Admilson Eustáquio Prates","doi":"10.26512/EMTEMPOS.V1I36.31750","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31750","url":null,"abstract":"The purpose of this text is to present and discuss the possibility of using Sung Points as a source for the Teaching of History in formal Education with regard to the debate proposal from the promulgation of Federal Law 10.639 / 03 that establishes the mandatory teaching of African and Afro-Brazilian History and Culture in school curricula. Therefore, in the first moment we discussed the Law as a result of a long process of struggle in the search for African and Afro-Brazilian recognition in the formation of Brazil, in the second we presented Umbanda as a Brazilian religious phenomenon, and lastly we presented the Ponto sung as a possibility of a historical source for the Teaching of History, questioning its use as a document for observation, questioning and analysis in the construction of historical knowledge in formal education.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41889846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andréia Costa Souza, Dernival Venâncio Ramos Júnior
{"title":"Ensino de História sob um olhar interseccional","authors":"Andréia Costa Souza, Dernival Venâncio Ramos Júnior","doi":"10.26512/EMTEMPOS.V1I36.31771","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31771","url":null,"abstract":"This article presents a part of the discussions from a master research in History teaching area that had as protagonists black students. In a group of 8th grade of a public school of Conceicao do Araguaia, South of Para, I made a training course for teaching History of ethnic-racial and gender relations. As main part of that training, the stories of three black students clarify how the mechanisms of intersectional oppression operate in their relations and subjectivities. In the theoretical discussion some authors such as Gonzalez (2018), Crenshaw (2002; 2012), Lugones (2008; 2014), and Kilomba (2019) were referred. The experience allowed me to reach a closer approximation of the students’ reality for creating future and new narratives in pedagogical practice for teaching History. Narrating and listening to stories of other people opened the possibility to have another looking, until now unknown. An interseccional look about themselves.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"que pode a cultura material enquanto fonte para o estudo da história afro-brasileira e africana nas escolas?","authors":"Clarissa Adjuto Ulhoa","doi":"10.26512/EMTEMPOS.V1I36.31749","DOIUrl":"https://doi.org/10.26512/EMTEMPOS.V1I36.31749","url":null,"abstract":"This text aims to demonstrate that material culture, when used as a source for the teaching of Afro-Brazilian and African history and culture, has the potential to contribute to practices based on pluriepistemologies. Therefore, we argue about the need to debate the role of direct sources in the teaching of history, as well as exposing possibilities arising from the study of the material source, in dialogue with the so-called diaspora archeology. In this way, we discuss how the material strategies put into practice by Africans and their descendants allow us to realize a part of their complex repertoire of knowledge.","PeriodicalId":30228,"journal":{"name":"Em Tempo de Historias","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49364820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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