A teaching proposal for deaf people will be outlined here, mediated through You Tube, that contemplates the topics covered in History classes, through the joint and collaborative construction of a digital library of Libras videos on this platform. Therefore, a brief contextualization is outlined on how the discipline has been organized in the Basic Education curriculum in face of the technological changes that take place at the turn of the 20th century with the advent of information and communication technologies (ICTs) The methodology used is a qualitative approach in a descriptive and exploratory character, which will analyze some bibliographical productions on the subject and the discussion of two You Tube channels.The dialogues with Pinsky (2016), Bispo and Barros (2016), Castells (1999), Queiroga Junior (2018), Coelho and Bottentuit Junior (2019), Correa (2002) and Pereira (2017), open up possibilities for thinking about the teaching of History mediated by ICTs. Among the results obtained, there is the relevance of thinking about mediated educational projects by educational technologies that contribute to the achievement of autonomy of the deaf person, respecting their different ways of learning.
This article has the goal of establishing an interface between decolonity and curriculum with the intent of thinking and creating other epistemic places on educational theories and practices. It discusses the contributions of decoloniality for the elaboration of a new curriculum to raise awareness on identities and experiences of social groups historically subordinate by the colonization of power, of being, and knowledge. Also, it highlights the protagonism of black intellectuals from Brazil, especially the theory of black feminism, in the proposition of the decolonial turning point in a context that lacks debates about it as a theory academically legitimized. Furthermore, it points out the potentialities of a decolonized curriculum to think about other possibilities of knowledge and for a pedagogy that is not subservient and surrendered by Euro-centered and colonizing ways of thinking
O presente estudo se propôs abordar questões teóricas pertinentes à historicidade da educação de surdos no Brasil, enfatizando a relevância do não ouvinte como pessoa de direito. Discutese, também, a utilização da Lei Brasileira de Sinais (Libras) no âmbito da educação básica, destacando o papel do professor e do intérprete de Libras no contexto da disciplina de História. No contexto, investigaram-se as percepções de professores da educação básica destacando o papel do professor e do intérprete da Libras no contexto da disciplina de História em uma escola pública estadual de São Luís/MA. Desenvolveu-se uma pesquisa exploratória, descritiva com 2 profissionais pertencentes à área da educação, possuindo em média 15 anos de experiência profissional em escolas da rede estadual. Os dados foram coletados por meio de entrevistas semiestruturadas. Os resultados sinalizam que para os docentes, o aluno surdo tem potencial para obter bom rendimento na disciplina de História, desde que haja o acompanhamento por parte do profissional intérprete, para que o aluno não fique prejudicado nas temáticas trabalhadas em sala de aula.
This article aims to analyze the context of emergency of the Quilombolas Movement of Maranhão (Movimento Quilombola Maranhense - MOQUIBOM), in the middle of 2010, the politicization of identities, the processes of triggering the memory sustained on ancestrality, and territorial reconfigurations, which were provoked on quilombolas communities of Baixada Maranhense due to its geographical formation. This research is an investigation of qualitative approach with descriptive and exploratory goals made through bibliographic and documental studies. The theoretical contributions of Hall (2006), Halbwachs (1990), Raffestin (1993), Santos (1999), Sousa (2016), Araújo (2012), among others, allowed us to infer that the political fronts of MOQUIBOM act on the resignification of their identities, starting with the mobilization of their ancestrality with the intent of politicize their daily experiences, the construction of dignified conditions for social propagation, and the defense of their territories through the tensioning of the State for the assurance of public policies.
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