Banca de DEFESA: RAIMUNDO DA SILVA PAIVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAIMUNDO DA SILVA PAIVA
DATE: 22/09/2026
TIME: 09:00
LOCAL: via Google Meet.
TITLE:

History Teaching in Contexts of Urban Violence: Experiences of Education Professionals at a Municipal School in Jangurussu, Fortaleza, Ceará

KEY WORDS:

Urban violence; Education; History teaching; Public school; School resistance.

PAGES: 143
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

Urban violence is a complex social phenomenon that transcends the boundaries of the territories in which it occurs and affects different dimensions of everyday life, including educational institutions. In peripheral contexts marked by social vulnerability, socio-spatial inequality, and the presence of criminal organizations, schools experience situations that directly affect their routines, relationships among their members, and educational practices. In this context, this research aimed to understand the impact of urban violence on the daily school life of Delma Hermínia Municipal Elementary School, located in the Jangurussu neighborhood, in Fortaleza, Ceará, Brazil. The study is based on the understanding that the territorial dynamics of criminal factions are not restricted to the community environment but reach the school space and affect teachers, school administrators, students, families, and teaching and learning processes. The theoretical framework draws mainly on the studies of Abramovay (2002; 2021), concerning violence in schools and the influence of territory on school life; Freire, regarding education as a critical and transformative practice; Arendt (1994), in her discussion of violence and power; Agamben, concerning the relationships between life, power, and exclusion; Mbembe (2018), through the concept of necropolitics; Bourdieu and Passeron (1970), in the analysis of the reproduction of social inequalities; as well as contributions from Matias, Paiva, Cerri, and Bittencourt to the understanding of territory, violence, and History teaching. Methodologically, this is a descriptive-exploratory study with a qualitative approach and an ethnographic perspective, developed through the analysis of the school context and the experiences reported by its education professionals. The participants included 12 teachers and 2 members of the school management team, selected through intentional non-probabilistic sampling. Initially, an electronic questionnaire was administered using Google Forms, followed by individual face-to-face interviews guided by a semi-structured script. The findings demonstrated that urban violence significantly affects everyday school life, generating fear, insecurity, behavioral changes, conflicts, restrictions on mobility, changes in management strategies, and adaptations in pedagogical practices. At the same time, the research demonstrated that the school can constitute a space of resistance, knowledge production, memory, belonging, and citizenship education. As an educational product, teaching sequences were developed for History classes, aiming to historically problematize violence, strengthen students' sense of territorial belonging, challenge historical denialism, and promote critical and active citizenship.

COMMITTEE MEMBERS:
Externo à Instituição - TYRONE APOLLO PONTES CÂNDIDO
Interno - 5381 - FRANCISCO LINHARES FONTELES NETO
Presidente - ***.266.183-** - SILVIANA FERNANDES MARIZ - UNILAB