Banca de DEFESA: TIAGO FERREIRA BRAYNER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TIAGO FERREIRA BRAYNER
DATE: 18/08/2023
TIME: 14:00
LOCAL: Plataforma Google meet
TITLE:

THE ASHES OF IDENTITIES OR THE BURNING DIFFERENCE: THE HISTORY CURRICULUM AND THE CONSTRUCTION OF THE BLACK IDENTITY OF HIGH SCHOOL STUDENTS

KEY WORDS:

History teaching. High school. School, curriculum and history teaching. Identity and difference. Black identity.

PAGES: 144
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

This research has as object of study the history curriculum and its relationship with the processes of construction of the ethnic identity of black high school students. It aimed to analyze the relationship between the school curriculum of the subject history and the construction of the ethnic identity of black high school students. Specifically, it sought to: a) understand the construction process of identities with a focus on ethnic identity; b) understand the mechanisms that can be used by teaching history to favor a positive construction of the ethnic identity of black high school students; and c) to elaborate a training proposal for high school history teachers, having as its thematic axis the construction of the ethnic identity of black students in this stage of basic education. The question that guided this investigation asks about the relationship between the history curriculum and the construction of ethnic identity among black high school students. This is a qualitative research of the bibliographical type, through which the construction of the concepts to support the investigation was carried out, adopted in the elaboration of a proposal of pedagogical formation for professors of history. The research revealed that a curriculum anchored in the perspective of difference, which considers identities in a fluid, relational, inventive and non-essentialist way, can promote a positive black identity construction, valuing the aspects that involve the construction of history and knowledge of black populations, demystifying and deconstructing the prejudices that still hover over the development of blackness in these students. A history curriculum that enshrines the history, culture, religion and knowledge of black populations, that seeks theoretical-methodological devices so that the lessons learned in the discipline of history are consolidated, can contribute to the decentering of identities and the positive construction of blackness of black and black students.

COMMITTEE MEMBERS:
Presidente - 2378838 - ELETA DE CARVALHO FREIRE
Interna - ***.865.604-** - ROSEANE MARIA DE AMORIM - UFPE
Externa à Instituição - JAQUELINE GOMES DE JESUS - UFRRJ