This dissertation research has as main objective to approach part of the History of Africa, through the Mozambican literary production, of Ungulani Ba Ka Khosa, especially in the collections of short stories Ualalapi and in Orgia dos Loucos, in which we problematize aspects of the European imperialist neocolonization and the search for the emancipation of the territory. From our primary sources, from the proposition of building interdisciplinary relationships aimed at the Teaching of History and in order to promote Law nº 10.639/2003, we carried out the pedagogical product foreseen in the curricular development, in the Professional Master's Degree in History (ProfHistória), which was the extension course: “History and African Literature (HISLA) in the context of the neocolonization and decolonization of Mozambique”, this course was carried out in the virtual environment of Google Meet and Google Classroom, aimed at collaborating in the training of teachers and students, interested in the history relationship and Literature and on African themes. For pedagogical research purposes, our product took on the characteristics of a Blog and a YouTube channel, with the purpose of initial and continuing education for basic education teachers. We used as a reference Benoit (2002), Mbembe (2019), Oliva (2020), among other theorists, who helped us to a more in-depth analysis of African History and Literature, in Portuguese. In this perspective, this text is structured in three chapters, the first being a bibliographic review on the colonization and decolonization of Africa, the second chapter reflections between History and Literature, where we present a narrative perspective, through the African lens. The third and final chapter will deal with the extension course and the results of the data obtained in it.

The teaching of History in Brazil has undergone significant changes in its form, content and objectives since its first format, in the early 19th century, until the second decade of the 21st century. Its objectives ranged from the consolidation of the patriotic feeling, through the formation centered on the student of the Pedagogia Nova, by the formation of a passive workforce of the Pedagogia Tecnicista and, finally, by the development of the autonomous thinking of the student present in the BNCC. Teacher training, school organization and the list of contents covered largely reflect the objectives proposed in each of the periods. In the current educational context, the need to discuss the historicity of each subject in their context is highlighted. Thus, the importance of works related to memory and Oral History is highlighted as a subsidy for the construction and study of the History of the Place. This work is dedicated to building a possibility of approach to the study of the History of Canarana/MT in the school context. In general, the History of Canarana has been built and presented by the official media as a result of the colonization promoted by small farmers from Rio Grande do Sul who settled in unoccupied or underused land and built the city as it is today. The use of the Oral History research methodology can add relevant elements to the construction of the History of Canarana, since it provides an opportunity to investigate the motivations, perceptions and trajectories of people, non-southern migrants, who are part of the diversity present in the formation of the society of Canarana and who, many times, are relegated to some supporting role in the official narratives of History. Realizing that the ways of doing History, including in the school context, have varied a lot in recent centuries, the reflection on these changes cannot escape the historian's craft. In a context of plurality of ideas, the teaching of History is also seen as plural and diverse. And, in line with the development of educational proposals found at the BNCC, the use of Oral History for the study of issues related to Memory and the History of Place, is one of the possibilities that meets the idea of autonomy of thought of the student and the production of their own history and identity.

This research aims to analyze how black women were represented in the history textbooks of elementary school, the collection History, society and citizenship of Alfredo Boulos Junior, referring to the triennium from 2017 to 2019. The research analyzes the images, texts and activities proposed in the contents in which they present the historical experiences of these women. The teaching materials selected for the research refer to the books used in the classes of the sixth, seventh, eighth and ninth year of elementary school. As a result of the research, a pedagogical notebook will be prepared as a product to be presented in the profHistória graduate program. The pedagogical notebook aims to present a biographical history of black women who had multiple historical experiences, in addition to an orientative one to assist the teacher's work to include the history of these women in the programmatic content.

This dissertation, entitled Teaching History for Prisoners of Liberty in Sinop Prison: a study based on written narratives and images, aims to understand, through narratives, how those deprived of liberty in the public prison of Sinop, Dr. Osvaldo Florentino “Ferrugem”, express his perception about the teaching of history and his notions of freedom, autonomy and citizenship. In order to respond to the objective, a narrative research was carried out, through the writing of a brief memorial about the trajectory of studies in the discipline of history of prisoners from the Sinop prison who are enrolled in high school. The motivation for this study was born from a personal interest in working within the presidency, from Paulo Freire's belief and theoretical construction about liberating education and the power relations expressed by Foucault, mainly about power and knowledge, which contributes to the critique modernity and its project of control, domination and discipline of bodies. In this sense, Foucault points out that for the exercise of disciplinary power it is fundamental that each individual be in his proper place, for an attentive and systematic observation of his behavior, in order to be able to sanction it, control it, appreciate it. This place must be seen and perceived as useful, then the school structure appears, a space that also facilitates surveillance and control over individuals, as they are divided by grade, class, distributed in rows, by gender, by age, tech. Making a more detailed analysis of a classroom, it is perceived, architecturally, that the place is very similar to a prison, in its hierarchical conformation, in the disciplinary mechanisms and in its surveillance. It is not the intention to make judgments, as this is a specific function of justice, but to seek an understanding of why, during his school life, he was led, some, to drop out of school and if this dropout is connected with the life they decided to choose.

This research aims to analyse how the Brazilian Federal Law 10.639/03 was implemented in Poconé city’s basic education, in the state of Mato Grosso. It was focused on history, arts, and Portuguese teachers’ knowledge and practices in a state school, who also teach or have already taught in other schools in the same city. The research sources were oral and documentary, such as interviews with the history, arts, and Portuguese teachers; national and state legislations; curricular guidelines; school documents; and bibliography on the subject. The oral interview was based on  thematic oral history procedures and this research tries to build a dialogue between oral records and documentary sources. The investigation was based on qualitative research, critical and intercultural theoretical perspectives, and decolonial studies. It aims to understand the interviewed teachers’ multiple voices and perceptions, highlighting the plurality of ideas, representations, and conceptions on the studied theme. The research also seeks to acknowledge whether and how the decolonization of knowledge in basic education happens and what has been done to stop racism, prejudice, and the social exclusion of Black people in order to provide the recognition of these individuals who have not been historically recognized in modernity/coloniality. In conclusion, it aims to understand how African and Afro-Brazilian history and culture were inserted in the locus of research. Through the collaborating teachers interviews, racist practices and racial imaginary that were and still are present in different ways and in different school areas were perceived, besides the challenges and structural problems faced by them, and also what has been or  still needs to be done.  The path to an effective implementation of the law is still long, but many transformations have occurred and still are occurring in the educational field. In the school that served as the locus of research, despite the limits and discontinuities of programs, this implementation process has important achievements, including the decolonization of school knowledge and practices. This study aims to contribute to the debate regarding the knowledge and practices of teachers in the teaching of ethnic-racial relations in contemporary basic education.

Based on the assumption that history is of paramount importance for the education of students as critical and thinking citizens who know and understand the history of which they are part, this work is based on the issue of teaching history from the place, and aims to promote knowledge about the formation of the city of Comodoro, located in western Mato Grosso, as well as encouraging teachers of basic education in the municipality to include these contents in their classes, and students to understand themselves as part of this historical process that is constantly under construction . The teaching that leaves the place is anchored and is discussed with support in the various documents that govern Basic Education in Brazil and in the State of Mato Grosso. In view of this, and in accordance with State Law No. 5,573 / 90, which establishes the mandatory teaching of the subjects of History, Geography and Literature of Mato Grosso, “in 1st and 2nd grade schools, public or private”, which operate in the State, the present work aims to produce a historiography of the locality of Comodoro / MT through documents pertinent to the research theme, but it focuses on documentary interviews such as revisiting the memory of migrants from the most diverse regions of the country, between the 1970s and 1980. These, as migrants, settled and contributed to the formation of the Comoros society from a rural-urban nucleus that became the city of Comodoro, located in western Mato Grosso. This work was produced during the course of the Professional Master's Program in History Teaching (PROFHISTÓRIA) and seeks to address the historiographical gap regarding the formation of the city of Comodoro, through interviews with former residents of the city, as well as photographs and institutional documents that give tells the story of that locality, resulting in a pedagogical product to be used by the teachers of Basic Education of the schools of the municipality, in order to boost the inclusion of the history of the locality together with the didactic-pedagogical contents worked in the teaching practices. The product will be a website entitled “Know more about Local History - Memory & History of Comoros”, in which documentary, imagery and cartographic materials will be made available to make it possible to work with local history in the classroom as documentary sources collected during the research, as well as as class proposals materialized in didactic sequences.

This research studies the ways in which the Brazilian civil-military dictatorship was broadcast in the news of Jornal Correio Cacerense, in the city of
Cáceres / MT, as a support material for History Teaching. Analyzes of
publications are centered on the influence of the press in the formulation of opinions in
everyday life of the city and the probable social and political interventions that took place during
the regime, especially between 1968 and 1978. Considering that the sources
documents are constituted as a memory about the events and thus, taking
the Correio Cacerense newspaper as a support for socio-historical memories, which is still
remembered and what was not known and / or forgotten about the Civil-Military Regime in
Caceres? What political-social behaviors can these memories reveal? As the
teaching history about the civil-military dictatorship is made possible by taking newspapers as
object of investigation and didactic-pedagogical knowledge about this recent past?
What methodologies are possible to work on this theme, making history classes
more attractive and more understandable? What readings can students take about that time
in the city of Cáceres when handling newspapers? To reflect on these
questions, we resort to the authors Bittencourt (2011; 2017), Fonseca (2011), Schmidt and
Cainelli (2004), Fonseca (1993), among others, to discuss teaching history using
documentary sources. Thus, we understand that the use of printed media as a source
for teaching History opens up a range of possibilities to awaken understanding
criticism, a taste for reading practice and the construction of historical arguments in
student learning. The readings and debates about the news broadcast in the
newspapers help and favor students' proximity to local experiences,
neighborhood, your city, your state, your country, with the possibility of making relationships and / or
connections with the world. From this perspective, we are thinking about teaching History from the
journalistic articles as a source of historical investigation, which contributes to a
more consistent schooling in student citizenship. Finally, thinking about
perspective of Historical Education, we are developing a Thematic Unit
Investigative, which consists of the elaboration of a didactic-pedagogical plan that
the use of these documentary sources in history teaching practices.

This dissertation is the result of a research carried out in the Professional Master in History Teaching (ProfHistória) of the State University of Mato Grosso / UNEMAT, Cáceres campus. Scientific initiation as a learning methodology in the teaching of local history is an object of study that mobilized research experiences in History with students of the 3rd years of the State School of High School in Full Time Cândido Portinari, from Rolim de Moura - Rondônia. The researches were developed in 2019 from scientific initiation projects in the disciplines of History and History of Rondônia having as objects of study the history of the formation of the municipality of Rolim de Moura - RO. The scientific initiation projects took place with the guidance and collaboration of the professor of the aforementioned disciplines, from the concept of action research, because, in this conception, at the same time that the professor is a researcher and advisor of his students, he himself its action of working on scientific initiation (project and research) with high school students and what are the contributions of this action to the teaching of History. The main theoretical references used in this work are from the authors who discuss the teaching of History in Brazil: Bittencourt (2018), Guimarães (2018) and Silva (2003), the concept of research-action: Thiollent (2011) and Tripp (2005) ) and the concept of research and scientific initiation: Demo (2011) and Freire (2016) and Bagno (2014). The methodology used for the composition of the sources are the reports of experiences produced from a summary expanded by the students who developed the scientific initiation projects and interviews, which were carried out through the methodology of oral history based on Alberti's theoretical conception (2004) that conceives it as a methodology. Scientific initiation proved to be a significant didactic methodology for teaching History, since it contributed to the study of the history of the municipality of Rolim de Moura, providing students with learning about local history in connection with regional and national, providing the experience of developing research in high school from the scientific initiation projects developed.

This master's thesis is the result of research carried out in the Graduate Program Stricto Sensu, Professional Master's Degree in History Teaching at the State University of Mato Grosso – PROFHISTÓRIA. The motivation to carry it out is related to the experiences lived by the researcher in social and political movements related to the themes of youth, citizenship, struggles for rights and also with the exercise of teaching as a History of Basic Education teacher for more than a decade in the city from Colorado do Oeste, in Rondônia, where aspects related to citizenship, the School and the teaching of History are present. The general objective of this dissertation is to build an analysis on the understanding of Basic Education students, focusing on third-year high school students in a public school, in Colorado do Oeste, about citizenship, and its relationship with the exercise of rights, having as reference the model of democracy endorsed by the Federal Constitution of 1988, in particular to identify the contribution of the teaching of History carried out in school for such understandings. As specific objectives, a better understanding of the concept of citizenship over time and its relationship with the exercise of fundamental human rights, as well as understanding the role of the school, was sought through bibliographical, documental and field research, and in particular, the teaching of History in the formation of citizens, in addition to enabling the development of teaching material in order to guide basic education teachers in planning History classes in relation to formation for citizenship. As a method in the course of the research, bibliographical research on the History of citizenship was used from authors such as Thomas Humphrey Marshall, Jose Murilo de Carvalho, Maria Victoria de Mesquita Benevides, among others, in which it was possible to understand the relationship between citizenship and societies based on the recognition of the rights of individuals, in particular, the contemporary National State and its recognition of the civil, political and social rights of its citizens. The bibliographical research also included authors from Education and the teaching of History such as Paulo Freire, Miguel Arroyo, Selva Guimarães, Circe Maria Fernandes Bittencourt and Luís Fernando Cerri, in the aspect that make reference to the citizenship theme. A documentary research was also carried out on laws and guidelines that regulate and guide education in general, as well as the teaching of History in Basic Education. Documents such as the Law on Education Guidelines and Bases, the National Curriculum Guidelines and the National Curriculum Parameters. These documents contributed to the research, specifically in the understanding of the role of the School and the teaching of History for the exercise of citizenship indicated in the Federal Constitution of 1988. Another action developed was conducting interviews with students in the final year of Basic Education in Manuel Bandeira School with the objective of getting to know their representations on the theme of citizenship and its relationship with democratic experiences. The research, located in the field of local history can be classified as a qualitative research, considering the experiences of students with the cultural and social environment in which they live, for valuing their representations of citizenship and its categories based on existential experiences and values cultural. The theoretical construct of cultural history will offer references for carrying out the analysis of the narratives collected in the interview. In general, the research results made it possible to understand that young people have a positive perception about democracy in the school environment, allowing us to infer that this happens in view of the characteristics of school culture that enable them to understand political categories such as rights and duties that guide the concepts of citizenship and citizen.

This research aimed to understand the Teaching of History and Heritage Education as instruments of awareness for the preservation of local History, valuing the students' identity through their multiple places of memory. It is part of the line of research of PROFHISTÓRIA: "Historical Knowledge in different Spaces of memory", since it seeks to insert in the teaching of the discipline of History, in the public network of the municipality of Rondonópolis-MT in High School, Heritage Education and the teaching Local History. Thus, the research aims to give visibility to the history of the city of Rondonópolis in Mato Grosso, problematizing the actions of the various groups and social actors who experienced the different periods of the city. As well as the context of daily experience of students in the neighborhood where they live, enabling the emergence of information as enrichment of didactic actions in History class. The school is the privileged place to work on concepts of Identity, Memory, Temporality, Cultural Heritage.

This dissertation approaches a history of the teaching of local history in Cacoal-RO (1972-2010), from the period of formation of the village, passing through its political-administrative emancipation. The research is linked to the Professional Master's Program in History Teaching – ProfHistória, having as its guiding axis the Research Line 1 – Historical Knowledge in the School Space, with a special focus on the teaching of History in basic education, from the first years of the village of Cacoal. The study of school education and the teaching of History takes place in the colonization process of today's state of Rondônia, stimulated by the opening of BR-364 and government advertising in the 1970s. (PICs), managed by the National Institute of Colonization and Agrarian Reform (INCRA). Propaganda and the creation of population centers promoted intense migratory flows of landless and jobless populations or those with little capital, coming from the Northeast, South and Southeast. In this perspective, the town that today corresponds to the city of Cacoal emerged, on the banks of the BR-364. The research comprises multiple identities of the different ethnic-cultural groups present in the city. We start by questioning the relevance and performance of the teaching of History during the colonization process and its contribution to the development of Cacoal. We started the research with a detailed bibliographical review reviewing printed and digital works, in order to know what is already known about the history and teaching of the history of Rondônia and Cacoal. The main documentary sources were reports from chroniclers, documents from colonization and education projects in Rondônia, PPPs from schools and oral reports obtained from interviews with history teachers. And we used the Oral History Methodology to obtain the teachers' oral reports. We interviewed six basic education teachers, who worked or still work in the state and/or municipal public network. The contribution of this research to the society of Rondônia was the record of memories that bring to light the mishaps that the subject History of Rondônia went through for three decades, such as the lack of available teaching materials, the overload of hours/class and the low remuneration of teachers , to improve the teaching of this subject. In this situation, teachers often supplement their income by taking on more hours at various schools. The concrete result of this dissertation was the Didactic Guide – Cacoal: guiding principles for teaching local history, to help teachers who intend to enrich their local history classes.

In this research, we analyzed sources related to historical dates: April 19 - The Indian Day; the 15th of November - Proclamation of the republic and the 20th of November - The Day of Black Consciousness to Teach History of Brazil in the present through memes. The theoretical-methodological procedures used in this study are based on analyzes of representations about historical dates, dialoguing with authors from the field of the History of virtual technologies - memetics and History Teaching. Based on this research, we propose pedagogical material to use memes in History classes.

In this Dissertation, the study of the migratory process by the workers of the land in the
constitution of the city of São José dos Quatro Marcos / MT, between the 1960s and 1980s.
In order to analyze and explain narratives and historical knowledge to apprehend the
social representations produced about the landmarks, through the memories of the city.
Under the methodology of oral history, we use principles of qualitative research with
exploratory that added to printed documents of the constitution of the territory in city, either
that is to say, this city constituted as an environment of memories, was composed, reformulated and
eliminated some knowledge at the expense of others. The narratives, to that extent, marked the
empirical field of research. Therefore, this historical research aimed at Teaching
History presents itself as possibilities of awareness in the movement with History
with an education that values the knowledge and historical experiences of the subjects of the
place where students and teachers belong, and in our case, the city of São José dos
Quatro Marcos / MT. From the process of apprehending the object, the city of São José dos Quatro
Marcos was enlisted through “power games” (promoted by the State and capital
economic) that legitimized and ultimately postulated the capitalization of land under the
market movement and the devaluation of the calluses of knowledge (experiences and
knowledge produced by the land workers themselves), in the name of modernization.

The municipality of Santa Rita do Trivelato had its origin in the context of land policies
occupation of the northern state of Mato Grosso in the 1970s. The place that
formerly known as Lagoa das Conchas was colonized by small
peasants from the south of the country, more specifically from Paraná. These peasants were
seduced by the promise of cheap and fertile land, at the same time
forced to sell their areas in the south of the country to the large landowners who were
promoting the mechanization of agriculture and expansion of cultivation areas. In the context of
National Security Doctrine, whose motto was “Integrate not to Deliver” through the
representation elaborated on the “Agricultural Frontier” that was advertised as “free land”
the state, many migrants have left their families and a life of uncertainty to plant in
new lands from Mato Grosso dreams and achievements. Vila Trivelato was presented as the
place of opportunities, where progress and development were already taking place. THE
construction of the BR -163 that would pass through the village was expected with great expectation,
highway, the village would still be contemplated with the construction of a hydroelectric plant on the river
Teles Pires. This image constructed by the Colonizadora Trivelatto, disseminated through
brokers and advertising in the cities of the state of Paraná, fostered the colonization of Vila
of Trivelato. However, the difficulties encountered by the first families that reached
Vila de Trivelato caused many settlers to give up their areas, starting to
second phase of settlement of the village. Thus, there are two groups in the city that
require for themselves the place of pioneers, forging a dispute between the official memory
represented in the speech of those who benefited from the enterprise, and the memory
those who do not accept the official memory, contesting and questioning the speeches
by the dominant groups. Official memory seeks to create a collective identity
for the residents of the city, the statements of this memory reinforce the city as the land of
opportunities, passing on a message that everyone who works and is disciplined
manage to overcome difficulties, especially financial ones, leaving the condition of
impoverished emerging a discourse that does not represent the families that say they have arrived
first to the place and were not successful with and in the colonization. When studying history
Santa Rita do Trivelato, the possibility of working in
history of the municipal school history teaching focused on the narratives produced by the
city dwellers, understanding how the narratives that were created had as their
objectives to institute truths and compose a unique history, without questions and
questions. And from the work with the oral sources, we will elaborate other stories,
other plots and other meanings.