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Metodologias No Ensino De História E Os Usos Das Tecnologias Do Século XXI - Reflexões sobre seus usos na educação
(Universidade do Estado do Amazonas, 2026-10-20) Santos, Flávia Pinheiro Dos; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Printes, Lucas Moura; http://lattes.cnpq.br/8974333826527195; Silva, Matheus Rodrigues da
This study addresses methodologies in History Teaching in Basic Education. The study aims to describe existing methodologies and present others associated with the use of new technologies, emphasizing their importance and highlighting their social purpose in the teaching and learning process in the 21st century. The study is based on bibliographic and documentary research, with a qualitative approach, encompassing the analysis of educational realities and the motivation that technologies can contribute to students’ learning throughout their educational journey in Basic Education. It emphasizes the importance and role of education professionals in developing methodologies that involve students as protagonists in the study of History. Thus, this work is presented in three parts. The first part provides an understanding of the historicity of History Teaching in the 21st century, highlighting its importance as a curricular subject in contemporary times and its contribution to educational policies. The second part discusses the various methodologies designed for History Teaching, in addition to proposing other technological tools that can facilitate understanding throughout the learning process. The third part addresses the relationship between History as a school subject and its impacts on students’ learning by encouraging the use of methodologies associated with technology.
O ensino de história e identidade cultural Indígena Mura: Um estudo na Escola Municipal Indígena Sete de Setembro, Autazes, Amazonas
(Universidade do Estado do Amazonas, 2026-10-20) Pinheiro, Erlane Dias; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Ramos, Evelyn Marcele Campos; http://lattes.cnpq.br/9929071072029847; Paes, Luciane Rocha; http://lattes.cnpq.br/3087785571271331
Indigenous school education is a legally guaranteed right in Brazil, based on the recognition of the ethnic, cultural and historical diversity of indigenous peoples. In this context, the teaching of History
plays a fundamental role in valuing the memories, traditional knowledge and trajectories of struggle of these populations. This article analyzes the role of history teaching in strengthening the indigenous
cultural identity of students at the Sete de Setembro Indigenous Municipal School, located in the Lago do Paracuúba indigenous land, in the municipality of Autazes, Amazonas. It is a study with an emphasis on History, Culture and Education, with a qualitative approach, conducting field research, guided by the methodology of oral history, application of a questionnaire and recording in the field diary. The results
indicate that intercultural pedagogical practices, contextualized and focused on local history, contribute significantly to the strengthening of the sense of belonging, cultural appreciation and recognition, of
students as historical subjects.
As Danças Indígenas Mura: uma análise da Dança do Tatu da Aldeia Paracuúba, Autazes
(Universidade do Estado do Amazonas, 2026-10-20) Pinheiro, Erline Dias; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Tavares, Leina Regina; Araújo, Gilvani Alves de; http://lattes.cnpq.br/8596482885350735
This work consists of analyzing the indigenous dances of the Mura ethnic group, with emphasis on the Armadillo Dance, a cultural manifestation of the Paracuúba Village, an indigenous area in the municipality of Autazes, in the interior of Amazonas. The importance of valuing the Mura indigenous culture and identity present in the dance is highlighted, understanding its origins, meanings and representation both for those who participate and for those who watch. This is a study which consisted of perceiving, in the practice of the mystique of Armadillo dance, a look that privileges its cultural dimension, in which the symbolic practices that organize the real are realized and the symbolic and the imaginary are expressed.
Diagnóstico do ensino aprendizagem de História em salas multisseriadas anos finais do ensino fundamental na Escola Osvaldo Fugêncio, área rural de Autazes
(Universidade do Estado do Amazonas, 2026-10-20) Gomes, Ana Claudia Felix; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Paes, Luciane Rocha; http://lattes.cnpq.br/3087785571271331; Ramos, Evelyn Marcele Campos; http://lattes.cnpq.br/9929071072029847
The teaching of History in multigrade classrooms, having as a field of study the Osvaldo Fugêncio Municipal School, located in the Nova Esperança Community, Rio Mutuca, Municipality of
Autazes -AM, presents specific difficulties related to differences in age, learning levels and development progress of each student who share the same school space. In view of this, the teacher needs to plan differentiated and simultaneous pedagogical methodologies, adapting different content and encouraging the active participation of students. Among the main challenges, the ones that stand out the most are the lack of teaching materials appropriate to the multigrade reality, the overload of teachers, the limited time for individual monitoring and the lack of specific continuing education for this teaching model. In addition, the regular curricular composition, often organized by grades and sequential contents, makes it difficult to adapt the teaching of History to the diverse needs of the class. Another significant challenge is to make historical content relevant to students at different levels of understanding, ensuring the construction of historical thinking, the notion of temporality and the creation of critical consciousness. Despite the difficulties, the data show that multigrade classrooms can also offer collaborative pedagogical practices, peer learning, and the valorization of local and community knowledge, especially in rural and Amazonian contexts.
A história das parteiras tradicionais atuantes em comunidades rurais do município de Autazes, Amazonas
(Universidade do Estado do Amazonas, 2026-10-20) Santos, Francilane Jully dos; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Santos, Luciana Guimarães; http://lattes.cnpq.br/1789435105521384; Loureiro, Suena Santarém; http://lattes.cnpq.br/0895096533263234
This Final Course Project has the general objective of analyzing the history of traditional midwives in the municipality of Autazes, highlighting their contributions as female social leaders in the preservation of life and the development of their communities, emphasizing their knowledge, practices and life trajectories as fundamental agents in the care of pregnancy, childbirth and the postpartum period. One of the reasons for choosing this theme is the author’s own heritage as the granddaughter of an indigenous midwife from the Paracuúba community. Methodologically, the research falls within the field of Oral History, valuing historically invisible subjects and the preservation of their memories. It is structured as a Qualitative Study; the instruments used included interviews with traditional midwives and local community members, followed by the preparation of field reports to organize and tabulate the collected data. The results show that these women played a central role in childbirth care in rural communities of Autazes, drawing on orally transmitted knowledge, traditional humanized care practices and strong community ties, contributing to the recognition of female social protagonism in the Amazonian
communities of this municipality.