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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work aims to reflect on the role of art and education in the context of the civilmilitary dictatorship, through a microanalysis focusing on southern Brazil. When analyzing the laws in force at the time in the area of education, we noticed that the space for the context of artistic creation was not considered in academic curricula. Thus, the emphasis on creative processes emerged in several actions from the mid-1970s onwards, in southern Brazil, more specifically in Porto Alegre (RS) and Pelotas (RS). Through the analyses, we realized that the poetic-educational actions analyzed acted in an ethical-aestheticsocial way, as a reaction to the current regime. [ABSTRACT FROM AUTHOR]

Socially acute questions (Legardez & Simonneaux, 2006) have been reflected in education and in the teaching of History, in particular, often through memories of situations of burdening history (Borries, 2011) anchored in painful pasts (Hommet, 2012). However, its approach is not easy and there are many teachers who take risks, even if they feel the need for training, and create tasks that help respond to students' lack of guidance on these topics, enhancing decision-making from a more humanistic perspective. Therefore, we present work paths that could inspire this approach, with a special focus on what has been produced in Portugal. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

More than a study aid and repository of contents to be taught, History textbooks contain values that are intended to be transmitted. Aware of this reality, the Iberian dictatorial regimes controlled the knowledge to be taught. This article intends to show the historical knowledge to be transmitted in each of the Iberian dictatorial regimes through the analysis of a sample made up of Spanish and Portuguese school textbooks. Discourse analysis was used to compare the content of the textbooks in both countries, concluding that there were similar processes of ideological inculcation, even if there were slight differences regarding the form to do that. [ABSTRACT FROM AUTHOR]

The main objective of this research is the qualitative analysis of the narratives on democratic education in the official curriculum of Spanish History in the 2nd year of the Baccalaureate. In order to achieve this objective, a critical discourse analysis (CDA) and an instrument designed ad hoc for the research were applied. The results show that the Spanish curriculum contains a neutral description of democratic education without judgement of the social groups represented, although there is an underlying discourse that tends ideologically towards the values of social democracy. [ABSTRACT FROM AUTHOR]

This article is another contribution to the debate on the role of History teaching in the construction of an increasingly complex society. Thus, focused on the Portuguese educational reality, it is based on a case study involving 44 students who, in the school year 2022/23, attended Basic Education (4th and 6th grades) in a private institution in the district of Porto. Their participation took the form of a historical narrative about the Revolution of April 25, 1974. After analysing the individual accounts, it is clear that the democratic citizenship internalized by the young participants is based on the greater, happy idea of recovered freedom, while at the same time it is shaped by a certain crystallized symbology. [ABSTRACT FROM AUTHOR]

The Journal of the Faculty of Arts: History has published issue 2 of volume 13 of the IV Series, which addresses the theme of history education. The issue includes articles discussing students' understanding of the Carnation Revolution in Portugal, the presence of democratic consciousness in the curriculum of Spanish history, the approach to sensitive topics such as colonialism and colonial war in Portuguese classrooms, educational policies in Portugal at the beginning of the 20th century, the manipulation of historical narrative in history textbooks during Iberian dictatorships, the application of Reconstructivist Didactics of History in higher education, the evolution of the concepts of homeland and patriotism during liberalism in Portugal, and the importance of citrus farming in the Portuguese agricultural economy. The journal also includes book reviews on the Order of the Temple and the Order of Christ in the 16th century, and on sustainability as an ethical principle. The Library of the Faculty of Arts at the University of Porto received thanks for the ongoing support provided to the History Journal. The research team, composed of Carla Sequeira, Maria João Oliveira Silva, and Sara Pinto, was also recognized for their tireless coordination work among those involved in the production of the journal. Director Maria Cristina Cunha and the coordination team of the thematic dossier, Cláudia Pinto Ribeiro, Helena Vieira, and Pedro Teixeira Pereira, were also mentioned. [Extracted from the article]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

This article aims to analyze the use of the "documentary" cinematographic genre in the teaching of history, especially in the teaching of indigenous history, taking as reference the first episode of the documentary series Guerras do Brasil.doc, called As Guerras da Conquista, directed by Luis Bolognesi. Through a bibliographic review, we seekto understand the specificities of documentary cinema for teaching history, needs and deficits in the field of indigenous history and the possible contributions of the documentary under analysis to the most recent discussions on this thematic. Finally, as a result of this analisys, the didactic potential of the work and its application in the classroom were explored, including the possibility of using it in the application of active methodologies and its contribution to citizenship training in basic education. [ABSTRACT FROM AUTHOR]

This work aims to present the possibilities that digital technologies have in the context of teaching and learning, especially in the discipline of History, making classes more attractive and motivating. We resorted to a qualitative approach methodology through the bibliographic review technique. It is noticed that the female figure in the historiographic scope, in short, was made invisible. Under this bias, we seek to rescue the history of women through the applications "Lessons In Herstory" and "Mulheres que Mudaram o Mundo", contributing to the dynamization of teaching. It is concluded that there is still a lot of disparity between the history taught with narratives centered on the male and female figure, however, digital technologies are the way to make teaching more egalitarian. [ABSTRACT FROM AUTHOR]

The article addresses the issue of using Digital Information and Communication Technologies (DICT) in History Education within the public education networks of Jaguarão, Rio Grande do Sul state, Brazil. The general objective is to understand how DICT have been incorporated into the school context, particularly in the pedagogical practices of history teachers to contribute to the development of historical awareness in students. The methodology involved interviews with six History teachers. The data analysis indicates that teachers recognize the potential that DICT can offer in educational processes. Their integration into History lessons, however, is still limited due to factors ranging from a lack of training on the subject to the precariousness of the school environment's structural conditions. [ABSTRACT FROM AUTHOR]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

This article is part of an expanded research that has as its main objective the government of Rwanda after the 1994 genocide. At this moment, we seek to analyze the way in which the Rwandan government guides the teaching of the recent history of Rwanda. This history teaching proposition operates to give more visibility to some substantive content, and hide other information about the Rwandan past. To this end, we analyzed as sources some materials produced by the Rwandan government and its Ministry of Education, mainly the guide for history teachers, which is fundamental for the dissemination of Rwandan history in schools and for the local population as a whole. The choice and valorization of certain historical episodes and subjects, as well as the erasure and silencing of others, can demonstrate to us how the control and teaching of history are important for the declarations of authoritarian political projects. [ABSTRACT FROM AUTHOR]

This article aims to analyze the ideas that high school students in the city of Guarapuava presented about the substantive concept of democracy. The clipping presented here results from the analysis carried out based on the narratives obtained through questionnaires that explored aspects related to the theme of democracy, whether from a procedural or normative point of view. The concept of democracy presented by the sample revealed a strong link with procedural aspects, especially with regard to the principle of representativeness, at the same time that it showed a high rate of distrust in democratic institutions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia: Questoes & Debates is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes the conceptions of Ibero-American secondary school teachers about the role of history teaching in creating collective identities, and how heritage can impact history classes. We applied a peer validated questionnaire to 283 history teachers from seven countries, analyzing their answers using a deductive-inductive method supported by IBM SSPS software (version 23). The analysis reveal that heritage continues to have little presence in lessons, mostly used as an example of historical narratives that highlight the national identity over others.

Our objective in this study was to carry out bibliographic research, to map scientific productions on the subject of history teaching for deaf students. The methodology used followed the stages of the State of the Art research modality. Initially, we defined the descriptors: "teaching History", "deaf", "assistive technologies", "teaching deaf", as well as the databases: the CAPES Thesis and Dissertations Catalog, between the years 2016 to 2018 and, in the same period, the editions of the History Today Magazine and the annals of the State Meetings of ANPUH-PB, in the years 2012, 2016 and 2018. After surveying and refining the information, they revealed that the aforementioned theme is still little researched in the academic, given that we found, in the three platforms mentioned above, 16 types research, which are close to the proposed theme, and of these, only 4 relate to the teaching of history for the deaf. Our considerations indicate the urgency of researching this theme, to promote an inclusive education that guarantees to teach aimed at training in the area of History for this specific audience. [ABSTRACT FROM AUTHOR]

This work seeks to contextualize, apprehend and quantify the process of expansion of postgraduate programs in Geography in Brazil in the last three decades, that is, between 1991 and 2020. For this purpose, the policies for the implementation, consolidation and expansion of postgraduate studies in the country are discussed in general terms since the 1960s, before carrying out a historical review of teaching and research in Geography and examining the dilemmas and challenges of dissemination of its master’s and doctoral programs since the second half of the 20th century. Finally, it was proceeded to the quantification and geographic characterization of this expansion since 1991, a period when there was a remarkable growth in the number of programs both in regions where they already existed and in new spatial contexts. In addition to quantitative expansion, there was a deconcentration that resulted in the reversal of the initial situation of extreme concentration of programs in the Southeast, specifically in São Paulo State. If in 1991 only six states concentrated the ten existing programs, half of which were in that state, in 2020, after a decennial growth rate of approximately one hundred percent, the 77 postgraduate programs in Geography were distributed among the 27 Federal Units, and in São Paulo, the state yet with the highest number, we found about 10% of the total amount. It was also found that, different from what is suggested by the absolute numbers and by some authors, when confronted with the demographic dimension of the region, since the early years of the present century, the Southeast is characterized by a deficiency in the number of the postgraduate programs in Geography, a characteristic shared with the Northeast Region, while the others show a surplus, notably the Center-West, a region that has been the relatively most benefited by the recent expansionist policy. [ABSTRACT FROM AUTHOR]

This text aims to retake Walter Benjamin's writings in order to reflect on the concept of history and the task of the materialist historian. The political dimension is in to show the need for a new history that overcomes progressive linearity and expresses the articulation of past and present. It is a bibliographic investigation centered on some of Benjamin's writings that opens the way for a materialist history of culture. Below are brief reflections on education in the broad sense, as a formative process that takes place throughout the subjects' lives. [ABSTRACT FROM AUTHOR]

Built on the interface between "public history, corporealities and orality", the article brings experiments based on the Trajetórias Docentes audiovisual collection. It problematizes theoreticalmethodological aspects of corporeality (gestural expressions during public interviews) in studies on life history and teacher training. In a case study, from the perspective of dialogical and participatory oral history work, the autobiographical performance of teacher and activist of basic education Rubens da Silva Pinho (2022) is observed, based on a meeting between basic education teachers and university professors, between teaching, school, university and community knowledge, in the context of ProfHistória (Professional Master's Degree in History Teaching). The research contributions point to three articulated but distinct directions: the teacher's role in the public debate on education, in the present time; the use of autobiographical narratives for continuing education and the construction of a public history of teachers and, finally, the importance of narrative performances and public interviews, contextualized in support networks, for the work in oral history. [ABSTRACT FROM AUTHOR]

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Building the way - Revista do Curso de Letras da UEG/Itapuranga is the property of Universidade Estadual de Goias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "The 'encastled' history and the 'cornered' teaching: writings about history, teaching, and teacher education" addresses the relationship between academic history and the teaching of history. The author uses the metaphor of the encastlement of history to describe the lack of connection between the historical science produced in universities and the practical problems of people's lives. The book discusses topics such as the hierarchization of history teaching, the relationship between textbooks, memory, and teacher education, and analyzes the curriculum frameworks of history teaching degrees offered by federal universities in Brazil. The author suggests rethinking the curriculum of history teaching courses to improve the production of content in textbooks. [Extracted from the article]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides an in-depth analysis and discussion of the global-historical theory of the so-called Rise of the West during the Early Modern Age and the commonly named Age of Discovery. This theory is covered from the point of view of history education in order to question and provide a criticial examination of the framework. On the one hand, the controversial state of research of the topic is outlined, focusing on the main theoretical debates and some of the most noteworthy ideas under discussion. On the other hand, a discussion is also provided regarding some of the special requirements and essential conditions for an implementation of the idea of the Rise of the West in the curriculum. These notions are linked to both the traditional and current narratives that can be found in the German and Spanish national contexts. From this point of view, the politics of history of both nations are outlined, and, in addition, in order to provide some exemplifications, a selection of history textbooks from previous decades have been also examined in order to analyze the way some of the narratives and these themes are presented. A series of categories, including historical myths, and the Rise of the West as a special category, as well as its institutional dimensions are also discussed in order to showcase the potential of the theory and some of the shortcomings that were detected from the perspective of history education.

Brazilian history has been increasingly investigated and valued in the light of the diverse forms of the culture that Brazil has, that is, the original Brazilian peoples, who have a historically oppressed and neglected heritage, are gaining more and more voice and influence each day. present history for what it is: a story of exploitation, resistance to slavery and diversity; African and indigenous culture are intrinsic parts of Brazilian culture and, according to laws 10.639 and 11.645, it is mandatory to teach such cultures and the history of these peoples in schools. The current research approaches racism in education and it's guided by Professor Dr. Leandro Eliel Pereira de Moraes, resulting in a photographic installation carried out in 2019. Based on bibliographical research, we analyzed the various facets of racial prejudice in Brazil and how it is incorporated in the Brazilian and world culture, in order to deconstruct the racism present in the daily practices of all those who had contact with the installation, and, finally, in this article. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Carta Internacional is the property of Associacao Brasileira de Relacoes Internacionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article seeks to investigate the professional development of teaching based on the contributions of a postgraduate program, the ProfHistória Program. Professional master's degrees were instituted in Brazil from 1995 onwards and consolidated from their insertion in CAPES, in 2009. We focus this analysis on the ProfHistória Program, aimed at the professional development of Basic Education teachers in History. The methodology adopted refers to the content analysis based on the conclusion texts of nine dissertations awarded in the national awards of the Program in the years 2016, 2018 and 2020, with three dissertations awarded each year. We start from the premise that the professional development of teaching in graduate courses is based on the characteristics of academic research activity, which provokes careful, critical, and purposeful reflection on teaching, as well as changes in the way of analyzing and understanding teaching itself. We show, through this analysis, that in fact the analyzed texts present evidence of both aspects and present a problematizing, critical and prescriptive character in relation to the teaching of History, as well as indicatives of how the research provided significant changes in the way of understanding the teaching activity itself. We conclude by affirming the relevance of this postgraduate modality, capable of provoking changes in student-teachers point of view, but also of renewing the conception of academic research focused on school pedagogical practices [ABSTRACT FROM AUTHOR]

This paper reflects on the use of Brazilian Cordel literature in the teaching of the Middle Ages based on two cordel booklets by the poet from Paraíba State, Brazil, Leandro Gomes de Barros: Batalha de Oliveiros com Ferrabrás (Battle of Oliveiros with Ferrabrás) and A prisão de Oliveiros e seus companheiros (The prison of Oliveiros and his companions). Although obtained at the beginning of the 20th century, these cordel booklets bring narratives inspired by the myths about Charlemagne and medieval chivalry, emphasizing how the christians fought against the muslim in the Middle Ages. These stories were made in the medieval period, being reworked and recreated over time until arriving in Brazil with Portuguese colonization, being part of the oral tradition mainly in the Northeast of Brazil. In this way, they bear marks of medieval reminiscences. Thus, this paper discusses the myth of Charlemagne and cavalry; the beginning of the "Carolingian cycle" in the Cordel literature; and the possibilities of using Leandro's cordel booklets in the Medieval History teaching. [ABSTRACT FROM AUTHOR]

In this text, we propose a methodology for surveying and analyzing the political positions of high school students, adapted from the "politicalcompass.org" project. The question that mobilizes us is: are different social and political profiles associated with different visions of teaching history? We study the results from social and political variables, as well as variables related to the relationship with historical knowledge. Students with a democratic tendency tend to give positive value to the history, while the authoritarian profile associates history with a subject like any other, that does not add anything to their life. [ABSTRACT FROM AUTHOR]

The founding of the Escola Normal de Annapolis - GO in 1931 had the objective of training primary teachers. For this purpose, it offered two distinct and inseparable courses: complementary in two cycles (1st and 2nd year) and normal with four years (1st, 2nd, 3rd and 4th year). In this context, we set as an objective to analyze the profile of the students of that institution in 1931. The temporal delimitation adopted in this investigation was the year 1931, which is justified because it is the year of foundation of the referred student and, consequently, the formation of his first group student. In this study, we used the qualitative approach, bibliographic research and document analysis as a methodology. The historic collection documentation of the Escola Normal de Annapolis (1931 - 1937) allowed us to trace the profile of its normalists in 1931, and the aspects analyzed were: sex, age, place of birth and what method were used to prove schooling, this being a decisive requirement for enrollment in the respective courses, complementary and normal, offered by the institution. [ABSTRACT FROM AUTHOR]

The article analyzes how the degree courses in History in Brazil problematize historical learning during the initial formation of History teachers. For this purpose, it selected 27 Political Pedagogical Project (PPP) from federal universities of all states, as a methodological option to understand the place occupied by studies on historical learning through the mapping of compulsory subjects focused on this theme. The cataloged data show a complete silence, in the institutions surveyed, regard to studies focused on this theme, indicating that teachers trained in these institutions can reach the classroom completely unaware of the debate on historical learning. [ABSTRACT FROM AUTHOR]

The present article aims to raise questions and provide reflections on didactic strategies for teaching and learning history contents through theatrical experiences (dramatized readings) lived by the Greco-Roman Medea Theatre Group in the rondonian amazon. The presence of the absent is noted by imagining the past that gains "bodies" through performances that express other times and subject, especially the themes of Ancient History, studied in contemporary times. The methodology adopted was action research, as university extension is proposed and practiced, it investigates doing, observing it, studying and in some ways recreating events, spaces and cognitive definitions in the field of thinking and bringing to the center the world of classical antiquity. The study and actions hold obvious concerns, with regard to historical anachronism, however, it is invision that the past is not buried but transits in the present, with distinct faces, but that in many senses suggest the presence of the ancestor in the making and thinking, that is, there is a concern to read the present in dialogue with what has already been and that persists in human behaviors and perceptions. And so, the point of reflection is taken to the perspective that the past is not dead and buried, even if in materiality it is, but, as a producer of cultures, it is revisited at all times with the intention of those who theorize, write, and, of those who read and study in the current days. Based on what was said above, we agree with Bachelard's conception (2013) with regard to imagination, that it will always be more than living and also with Ricoeur (2007), because for him the imagination is assumed the unreal, the fictitious, as well as other non-positional traits, which are in the theoretical contribution of these authors that circulate in the research approach. The past-present, reinvented to produce knowledge and bring those who hear and see together, was the objective of the didactic/extension intervention, which is done as an action research. In the field of procedural elements of the research, continuous observation was adopted and also the involvement of the participants, that is, those who were at the head of the extension proposal, the students of the undergraduate course in history, the teachers, and in a more accurate way the expressions of the community that experienced the dramatized readings. The time between the study corresponds to the period among 2017 and 2018. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Clio: Revista de Pesquisa Histórica (01024736) is the property of Universidad Federal de Pernambuco / Revista Clio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)