This research endeavors primarily to explore the utilization of cinematographic language as a pedagogical tool within History classes, with a focus on cultivating historical consciousness. The premise of this study stems from the notion that cinematographic language serves as an effective didactic instrument in History education due to its pragmatic function. This form of communication significantly contributes to comprehending and interpreting historical narratives, intertwining itself within the practical realm of students' lives, thereby functioning as a conduit to historical knowledge. The research methodology commenced with an initial phase of bibliographical inquiry and exploratory investigation. This phase entailed the perusal of various academic works delving into Rüsen's theory and the correlation between cinema and History, particularly from the vantage point of History pedagogy. Hence, pivotal concepts essential for this research were delineated, including historical learning, historical consciousness, historical culture, cinematographic language, and the intersection of Cinema with History. To appraise and comprehend the influence of films in History classes, a Historical Lesson (2023) elucidating the French Revolution was conducted, relying predominantly on cinematographic language as the primary resource. This undertaking embodies an action research framework engaging 7th-grade students from the Intermediate Phase in Maceió, Alagoas. Additionally, an exercise centered on the film "Maria Antonieta" (2007) was administered, comprising both open-ended and multiple-choice inquiries, all contextualized within the purview of film integration in the educational setting. The theoretical underpinning of this research was grounded in the insights articulated by scholars such as Jörn Rüsen (1992; 2000; 2001; 2012), Schmidt (2004; 2012), Ferro (1992), Nóvoa (1995), Souza (2014), Cerri (2010; 2001), Napolitano (2003), Bittencourt (2009), among other esteemed researchers. Through this research, discernible were the manifold possibilities that cinematographic language affords for nurturing historical consciousness among students, coupled with an analysis of their aptitude in comprehending historical epochs. This, in turn, equips them with the capacity to critically assess and contextualize contemporary circumstances in light of historical paradigms.

The theme of this work is “Teaching and the dilemma between theory and practice: Aesthetic Experiences in the training of History of the Sertão teachers (2013-2023)”. The objective of this dissertation is to analyze how the teaching training carried out since 2013 at UFAL, Campus do Sertão influences the use of Aesthetic Experiences in History classes. It is observed that over the last few years History Teaching has constantly changed, therefore, the History teacher training course has also undergone changes. Initial training presents a theory that defends the curriculum for History Teaching with interesting proposals and that seems to be concerned with the quality training of both students and Basic Education students. However, in practice, teachers face numerous difficulties in achieving the objectives set out in the curricular proposals. There are many obstacles regarding the initial training of History teachers. We can mention the curricula, which differ between the theory presented and the practice in the classroom; as well as different contexts, as each teacher starts from a different reality and their personal and professional training influences their teaching practice. That said, we used as sources in this research the laws that guide the Teaching of History in the educational context and deal with the objectives and profiles that are expected, among them: LDB, PCN's, BNCC, as well as, PPC (2007; 2018) and the curriculum of the degree course in History at UFAL, Campus do Sertão, we also made use of diaries, interviews and photographs that helped us illustrate the Aesthetic Experiences analyzed. For the interviews, we used Alberti (2008) in the discussion about Oral History. In this context, the methodology used consists of analyzing diaries that were produced by History course students and conducting interviews with five History teachers who graduated from UFAL, Campus do sertão, during the proposed period of the research, and who they experienced the process of Aesthetic Experiences, making a dialogue possible through memories and reflections about their initial training. In this way, we use Bittencourt (1992), Fonseca (2011), Fonseca (2015) as theoretical-methodological assumptions to discuss History Teaching, its trajectories and amplitudes over time, especially with regard to teacher training for the area. In discussions about the curriculum and its power, the following stand out: Arroyo (2013) and Foucault (2007;2022). To think about experience and its place in memory and aesthetics, as well as its expansion, we based ourselves on Larrosa (2014; 2002; 2011), Benjamim (1984) and Hermann (2005). We rely on Rüsen (1992; 2001; 2002;2015; 2022) and Schmidt (2004;2010;2012;2019;2021;2023), for the dialogue on Historical Education and Historical Consciousness in teaching practice. This dissertation highlighted the immense differences that still exist between teaching theory and practice, especially in History Teaching. Through this research, we found that it is necessary to think about History Teaching that helps students build historical knowledge in a critical and meaningful way, in which Aesthetic Experiences can contribute to the personal and educational formation of students, contributing to the building a more egalitarian society.

This research aims to investigate the political trajectory of Adalgisa Rodrigues Cavalcanti, a woman from Pernambuco who dedicated part of her life to communist politics. In 1934, he began his activism in Socorro Vermelho Internacional, an organization linked to the Communist Party of Brazil (PCB), and was part of the National Liberation Alliance (ANL), participating in the 1935 Uprising, which is why he was arrested for the first time in 1936. He joined officially to the PCB in 1945, for the same party she contested the elections of 1945 and 1947. She was elected as State Deputy in 1947, becoming the first woman to occupy this position in Pernambuco, but she did not complete her term, interrupted due to political disputes experienced during the period. Therefore, this research covers the field of Women's History, dialoguing with Michelle Perrot (2019), Joan Scott (1992), Rachel Soihet (1997) and Maria Izilda Matos (2013); focusing on the role of women in communist political culture, seeking theoretical support from Paula Soares (2021) Rodrigo Motta (2013) and Jorge Ferreira (2002). The documentary observation technique (ARÓSTEGUI, 2006) helped in the selection and organization of the sources used in the construction of this study: interviews, reports, newspapers, memoirs, police documentation and electoral records. Content analysis (BARDIN, 2015) was applied with a qualitative approach in the treatment of sources. Adalgisa R. C.'s political trajectory makes it possible to understand the role of communist women in politics, highlighting privileges, difficulties and consequences.

The present work analyzes the social and political context of Alagoas at the end of the 1970s with the intention of bringing to light the clashes that existed in the civil society of Alagoas at that time and how the process of reorganization of the union movement began. The starting point of this analysis is the election of SINDJORNAL in 1978, when an opposition board headed by Freitas Neto wins the election and starts a new moment in the category regarding union practices. We end our time frame with the year 1983, when SINDJORNAL chose to participate in the construction of the Central Única dos Trabalhadores.

This work aims to analyze the history and the memories produced and socialized by a group of monarchists from Alagoas, the Monarchic Circle of Alagoas, regarding the Abolition of Slavery and contrast it with the historiographic production that opposes it. To do so, I retrace the history of the development of the analyzed group and study the interaction of the group by observing the construction of its digital communication around the theme of the Abolition of Slavery in Brazil, in which it is evident how this part of the New Right elaborates its discourse about the past for a political profit in the present.

This work aims to study the education of the children of captive women called by “ingênups”, naïve, by virtue of Law 2.040 of September 28, 1871, the Law of the Free Womb. The research investigates the educational practices aimed at the children of slaves, as well as the struggles and resistance to the tensions that were operating in the context of the nineteenth century, where black agents were vehemently appointed as uncivilized beings, devoid of souls and conducive to vices and crimes.  In this interim, it was sought to evidence that even in a slave society the educational and literacy practices of the black people in non-official environments was evident, thus demystifying ideas that Africans and their descendants were bearers of such evils due to the lack of education and literacy.  . In this sense, we sought during the research process to understand how the children of the captives accessed the school environment and what they were to the instructions offered to the population of naïve.  While we analyzed the school, we also tried to understand the legal debates that revolved around the education of this social segment. Thus, we can see that it was the promulgation of the Free Womb Law that allowed the children of the captives the right to access the school.  In this sense, dialogues began in the provincial assemblies about the type and educational model that would be intended for these children. To achieve these goals, many paths were taken trying to understand how they went to educational practices and the reasons that led the government to worry about the education of these children.  From this perspective, we can observe that the project of modernity thought for Brazil did not include the black population, because they were seen at that time as people who did not carry with them the minimum civilities necessary for a life in society within the standards of social valorization. For the naïve to be introduced into this pattern of society it would be necessary to learn moral, religious and social values based on European standards and it was from this idea that schooling presented itself as a means capable of solving such problems by framing the naïve and the poor population to the project of a nation thought for Brazil.

The present work discusses the memories that will be built from the realization of two celebrations of Nossa Senhora do Rosário, in Delmiro Gouveia, between the years of 1989 and 2021. In 1989, a new pastoral division was created and made modifications in the realization of two celebrations and in a catholic religious experience, with the reorganization of the festival after the formation of the parishes of Piranhas and Olho D'água do Casado. The general objective of the research is the historical understanding of two celebrations as a framework for collective memory, observing the senses and practices evoked, in order to reflect on the social and cultural experiences from this festival. We will seek to problematize the memories and identities that are established in the spatial plane, generated in the participation in the festivities, in order to understand the formation of the local historical identity, the devotions, social and cultural practices in the society of El Mira, a reflection on the idea of belonging to the communities as celebrations. In light of two theoretical references such as Maurice Halbwachs (collective memories), Joel Candau (memory as a generator of identity), as well as, not in dialogue with the sources, in the understanding of the memories that experience these moments of festivities and their expressions in the social field. A search for the use of oral fonts, visual fonts, memory books, made by the parish, besides the Tombo da paróquia book.

This paper discusses the vicissitudes involved in the translation of The Book of Mormon into Portuguese between 1930-40, as well as the immediate reception of the resulting volume, in a context that, besides the inter-religious polemics that had repercussions on the venture, was marked by authoritarian policies associated with the Estado Novo of Getúlio Vargas.

The present research deals with the theme of precariousness of teaching work. It historicizes educational policy, which emerged in a context of changes implemented in neoliberal-based education from the perspective of labor historiography. Its focus is on the Alagoas' experience, since the state education system has been dealing for over twenty years with a regime of temporary hiring that leads to high working hours and unstable salaries for many teachers who are dubbed as monitors. The time frame is from 1996 to 2021 and the priority subjects of the research are the teachers under temporary contracts who work in schools of the regular education system in Alagoas, seeking to understand this universe of roles that the teachers who integrate the basic curriculum of Alagoas education play. As a central problem of the research we have the following question: how does the configuration of the precariousness of teaching work affect the political-pedagogical practice of teachers/monitors in public schools in the Alagoas State Education system? The bibliographic body dialogues, among others, with the studies of Antunes (2009; 2017) on sociology of work, new morphology of work, work and centrality, working class; Lessa (2011), when discussing Capital and the state, social welfare and work; Mészáros (2002; 2008), structural crisis of capital, education and capital; Tardif (2003; 2014) and his approach to teaching knowledge and teaching work. The research has as primary sources official written documents such as the notices of selection of hired teachers as well as laws governing these contracts. The Constitution of 1988, the Law of Lines of Direction and Bases of the Education of 1996, the Statute of the Magisterium and the Unified Legal Regime of Alagoas, served to carry out an analysis between the devices placed in the notices for teachers and what the current legislation says, thus realizing the possible absence of guarantee of rights for teachers under contract. The research is relevant to the education of our state, as it contributes to the unveiling of how the situation of temporary contracts and their possibilities in the performance of teachers who make up the staff of educators in the state system, leading us to reflect on the working conditions to which they are subjected over the years.

The Kalankó indigenous people survive in the rural area of the municipality of Água Branca, about 300 km from the capital of Alagoas, Maceió, and are one of the resistant ethnic groups in the region since their ancestors, coming from the hinterland of Pernambuco, settled in the territory today. corresponding to the villages of Januária, Gregório and Lajeiro do Couro. In this way, we analyze the different characteristics of the relationships between indigenous people and the surrounding society, made up of non-indigenous people and official bodies, based on documentary records associated with certain images and narratives. The Kalankó protagonism was emphasized according to the interdisciplinary theoretical perspective of the fields of History, Anthropology, Sociology and Geography, allowing interpretations sensitive to indigenous interests and everyday details to mobilizations and community scopes. We base the methodological framework on the micro-historical analysis of Ginzburg (1989), in relation to the interpretation of the evidence specific to the trajectory of individuals, and on the exercise of Oral History, defended by Alberti (2004) and based on the complex craft of recording, record of details of the interview environment, transcription and study of derived material. Theoretically, we approach different concepts according to the authors Amorim (2017), Samain (2012), Chartier (2002), Certeau (1998), Peixoto (2018), Herbetta (2011), Silva (2017) and other scholars whose writings served the investigation literature about the Kalankó indigenous people and the theoretical analysis linked to the paradigms of the New Cultural History, interested in generalized subjects in the historiography considered official in the past. Therefore, we discuss images and narratives, derived from interviews, photographs, journalistic records, official documents and other evidence about the Kalankó indigenous people in the transition between the 20th and 21st centuries, comprising particularities, contradictions and protagonisms.

The objective of this work is to analyze approaches to gender and sexuality issues as teaching objects or a cross-cutting theme in elementary school, and its documental corpus includes: opinions, pedagogical guidelines, resolutions and guidelines produced for the regulation and structuring of courses in initial training of teachers and curricular programs for teaching History in the final years of elementary school, having as a particular object of interpretation the proposals and goals of the National Education Plans (2001-2010 and 2014-2024); the State Education Plans of the State of Alagoas (2006-2015 and 2016-2026); of the Municipal Education Plan of the Municipality of Senador Rui Palmeira (2015-2025) and the National Common Curricular Base (2017). In the development of the study, the procedures and conceptual instruments of Content Analysis (Bardin, 2016) are used as theoretical-methodological support for the interpretation and analysis of documents and interviews and identification of gender and sexuality themes in the formulation of the official curriculum and in the exercise of the teaching work in the teaching of History, in the early years of elementary school.

With the development of the Hip Hop movement, relationships and perceptions about this cultural manifestation began to occupy other places, such as the University. With the swarm of ideas, analyzes and discourses in various areas of the human sciences, the field of History was not willing to analyze and contrast with other issues and historical facts of Brazilian formation, especially with regard to Hip Hop and its relationship with the Black community, as it has become an important non-formal political and educational tool. What is expected with the idealization and realization of this research is that new discussions and perceptions about the Brazilian social formation can be put forward from the decolonizing character of Hip Hop and how it influenced and proposed new ways of telling the history of the Black population, always starting from racial, social and class problematizations.

In 1989, Brazil was promoting the first direct post-civil-military dictatorship
election and, in this context, Fernando Collor de Mello, who was governor of
Alagoas, emerged. In the year of the election, Collor reconciled his pre-candidacy
and national ascension with the management in the State of Alagoas and in this
process the crises in the economy through Banco Produban were clear, which was
experiencing the process of liquidation or reopening causing disruption in the
economic/banking system of Alagoas. In parallel with the problems of Produban,
Alagoas was also experiencing crises in the civil service, specifically the state
servant. Collor’s management delayed the salaries of employees, in addition to
creating a package of measures causing mass layoffs of public servants, with the 

justification of moralizing the public service. Fernando Collor increasingly
invested in the presidential campaign through the media. In the same year, the
politician helped in the formation of the PRN – Party of National Reconstruction,
whose acronym was part of the electoral process with Collor as its representative.
Studies on Fernando Collor are being made based on bibliographies on the subject
and analysis of Jornal de Alagoas and Gazeta de Alagoas. The problem is to
understand how the journalistic texts published in the periodicals acted in the
development of different historical narratives, whether

The last decades of the seven hundred in Alagoas were marked by the advancement of the valorization of the natural world, carried out in the wake of the illustrated Luso-Brazilian reformism. The idea that the exploitation of natural resources could promote the political and economic strengthening of Portugal emerged in administrative decisions that tried to guarantee real exclusivism in plant extraction. This work aims to analyze how the Portuguese Crown and the inhabitants to the south of the Captaincy of Pernambuco interacted with the forest areas of the Comarca das Alagoas between the years 1789-1799. In this way, it seeks to understand how the royal power through its officers, the governor D. Tomás José de Melo and the ombudsman José de Mendonça de Matos Moreira, were responsible for elaborating political arrangements that aimed to manage the forests, as was the case of creation of the Conservatory of Woods of the Comarca das Alagoas. In addition, the research seeks to show how farmers, wood processors, planters, the private and real naval industry disputed the vegetables in the region under study.

The Communist Party of Brazil was created in 1922, in Rio de Janeiro. Its organization derived from the union of nine communists who sought acceptance as members of the Communist International in Moscow. This did not happen immediately. The diversity of its members who dialogued with anarchism and freemasonry made acceptance by the Comintern impossible. Only in 1924 could they join the internationalist ranks. The clandestine nature of the party's history made it difficult to maintain and organize its members. The succession of authoritarian governments prevented the circulation of periodicals and removed the communists' right to vote and protest. Astrojildo Pereira and Octávio Brandão were two communist intellectuals, known for fusing their life story with that of the PCB. Their works, letters and reports are records of the history of communism in Brazil. This study aims to understand the actions of the communist intellectuals, through the communications exchanged between the Communist International and the PCB, making it possible to analyze the political processes, and to verify the theses of centralization in Moscow and the appeasement of party members, in the period from 1922 to 1935.

This work is concerned on investigating the identity and alterity representations woven in the Crónica de Castilla, as well as the social consequences that these representations can raise up, understanding them as CHARTIER (1991, 2002) conceives them. These representations, which are classifications, divisions and delimitations that organize the possible apprehensions of what is real, are never neutral and are responsible for justifying a particular project of society: in this case, a Christian and harmonic Castilian society. Our choice for Crónica de Castilla – a historiographical opus composed by order of the queen regent, Maria de Molina, at the turn of the thirteenth and fourteenth centuries – is explained by the fact that this chronicle revolutionized the historiographical tradition in force until that time. The Crónica consists in a rupture with the alfonsine model, renowned for its claims to strengthen the royal power and the monarch’s figure, by giving up a considerable amount of space in its narrative to the achievements of social groups other than the royalty. Our objective is to apprehend, within this universe of representations that is built in the Crónica, what the dominant groups in Castile and Leon of the 13^th and 14^th centuries, who were responsible for ordering the work, said about themselves, how they saw themselves and how they would like to be seen by their peers. However, as SILVA (2014) explains, this process of identity formulation can only be built in direct opposition to other identities: identity is necessarily built at the same time as alterity. Therefore, we are also interested in understanding how these privileged groups is Castilian society represented the Moors – the great historical Other that lived to the south, against who they fought for centuries – and what were the relations nurtured between these two identity constructions.     

The present text presents the partial results of the master's dissertation, whose title is “Interculturality and Historical Consciousness in the Teaching of Indigenous Thematic: Curriculum and Practices in Alagoas”. The objective of the research is to analyze the curricular documents produced in the state of Alagoas, in the years 2010 and 2014, from the perspective of the indigenous theme and relate them to the teaching practice through a Historical Class (SCHMIDT, 2016), using of the theoretical-methodological assumptions of Historical Education. For analysis purposes, the curriculum was divided into official and real. It is understood as official curriculum, the norms, guidelines and parameters that guide the practices that occur in the classroom, for the analysis of the official curriculum, were selected as research objects, the 2010 Alagoas curriculum reference and the Alagoas Curricular Reference of 2014. The real curriculum, which effectively takes place in the classroom, was observed through the application of a Historic Class, based on the Matrix of the Historic Class proposed by Maria Auxiliadora Schmidt. The curricular analyzes sought to contribute to the field of Historical Education, which has as its principle, “to propose a teaching that contributes to the complexity of the historical thinking of young people and children and, therefore, to the development of their historical awareness, identity and citizenship. ” (CARVALHO and SCHMIDT, 2008, p.) The work methodology was based on Oral History, document analysis and practical class. The use of oral history was in line with FERREIRA (2006), who establishes and orders procedures, using it as theory and practice. The documentary analysis was based on the theory of critical interculturality, which aims at a decolonial history for the understanding of the indigenous population. The preliminary results of the research showed that the official curricula of Alagoas were aimed at a neoliberal education perspective, dissonant from the paradigms of critical interculturality. The results of the real curriculum were analyzed based on the Historical class working with the indigenous theme, and presented a proposal that is similar to that desired by the theory of critical interculturality and Historical Education, as it provides Historical learning. In this way, it is expected that the indigenous population will be respected as a historical subject and in the cultural aspects that cover their languages, knowledge, knowledge, corporeities, narratives, time and space. The theoretical basis of the research arises from a dialogue with the following authors: John Rüsen (2010), Maria Auxiliadora Schmidt (2016), Isabel Barca (2018), Catherine Walsh (2006), (2008), Bodo Von Borries (2018), Tomas Tadeu da Silva (2016), among others.

The work deals with the saga of a German who, arrived in Brazil in the middle of the 18th century, is compelled to hide his Protestant religious belonging. His movements with a view to getting involved with the Catholic world of the then Portuguese colony did not release him from the trial by the Tribunal of the Holy Office in Lisbon, to which he was submitted not before having been arrested and interrogated in two instances right here in Brazil. Based on the inquisitorial records, the author sets out to recover the steps of this character, revealing significant facets of society and the culture that he had to live and weave.

the city of Maceió, at the time of the development of Kardecist ideas, lived, like the rest of the country, a period of political and social changes. Spiritism went through the end of slavery and the Empire, accompanied urbanization, the expansion of cities, the beginning of the Republic and political and social struggles, such as abolitionist defenses and disputes by agrarian oligarchies for local leadership. Its members, mostly elitized, would be part of these diverse movements and, based on the group's prosopography, we sought to understand who were the subjects responsible for the development of Spiritism in Alagoas, as well as the power relations involved in their insertion as an option in the local religious field. . In addition, following the trail of interactions between these spiritists and their practices of intervention in public health, condemned by the Penal Code of 1890, the research attempts to contextualize, through questions about the current legislation and the official control instruments, which impact the supporters of Spiritism would suffer in their practices and what strategies they would use in maintaining their right to freedom of worship.

This research studies the experiences, strategies and social movements that resulted in the creation of settlements arising from land and social disputes over agrarian reform, in the municipality of Delmiro Gouveia, Alagoas, Sertão do Rio São Francisco, during the 1980s. by rural landless workers, progressive sectors of the Catholic Church and rural social movements, whose trajectories reveal a history of religious, popular and political resistance, marked by conflicts, (re)occupations, settlements and mobilizations for the right to access to land from the then Peba and Lameirão farms, between 1982 and 1989. Temporal delimitation started in 1982, due to the participation of landless rural workers in the region in the Rural Seminary of Paraíba – evangelization proposal inspired by the Theology of Enxada, a development of the Theology of Release. This section extends to 1989, when, after a series of experiences, movements and disputes between the landless, the large landowners and state and federal agencies, the Peba and Lameirão settlements were set up. Object of study outlined from the analysis of historiography and sources – written, oral and photographic – available in the current institutional, scientific and pandemic history. In this context, interviews were collected, recorded and analyzed with the participants of these experiences, using the methodology of oral history; analyzed newspapers, informative and printed, of popular communication; photographic records of settlers' personal collections discussed; and, in particular, examined correspondence, reports, notarial documents and other state, public and official records produced, collected and/or sent to the National Information System (SNI) which, through the network established by the community of security and information agencies, it gave careful institutional surveillance to the agrarian and social issue – treated as a case of police and national security. Thus, this study unveils the web of relationships cultivated by the landless with the Base Ecclesial Communities (CEBs), Rural Pastoral, Rural Workers Unions (STTRs) and, with national social centers and movements, such as Central Única of Workers (CUT) and of the Landless Rural Workers Movement (MST). In summary, the analysis of this context, experiences and movements broaden the understanding of how landless rural workers sowed, in their actions, strategies of resistance, belonging and social awareness woven into the struggle for the right to land . Experiences that resulted in the formation of the Peba and Lameirão settlements. The first agrarian reform territories constituted from the social mobilizations of the countryside from the Sertão de Alagoas, near the San Francisco River. Territories, trajectories and fertile paths of seeds, crops and pollination points of rural social movements in the struggle for the right to land, against the latifundium and in favor of agrarian reform.

In recent decades, many of the studies on Afro-Brazilian cults in Alagoas have been based on renewed and interdisciplinary approaches, articulating concepts and methodologies, taking as a great point of discussion the historical experience that became known as “Quebra de Xangô” in 1912 , one of the greatest repressions of African-based religiosities known until then. The Social History of Religions has constituted a field of investigation capable of inaugurating concepts about the History of Religions. Such importance and support of the field have established characteristics, forms of interpretation, theories, methodologies and an epistemic maturation of its conceptual propositions. However, there are still many subjects, processes, cultural and social experiences to be deciphered by this field. This dissertation seeks to investigate, discuss and analyze the paths taken by Afro-Alagoas movements - which we identify here as individual and collective actions that seek to value, reflect and claim political and social aspects of black culture - in the present century, based on the historical experience of Youth of Terreiro de Alagoas called “Àbúró N'ilê- Terreiro Youth Network”. The terreiro youth collective is a network structured in 2014 that articulates and carries out its activities in different spaces (terreiros, centers and public squares) in the city of Maceió. The articulation proposed by the movement, its charter of principles and its performance propose and express its forms of organization. The theoretical categories lend to this work the propositions for an understanding of the social reality in which it seeks to historicize the performance of this movement, focusing on its ethnic and religious discourses, understanding that historical experiences enable the understanding of social representations and (re) construction of collective and individual identities as relevant contributions to the social study of Religions and Religiosities, based on the techniques and methods of Oral History and digital sources. Through this analysis, it is understood that it is essential to study these political-religious manifestations and their importance for the construction of a sociocultural identity, even on the reflections of the repressions experienced by Afro-Brazilian religions in the state.

No Portugal recém-restaurado de 1640, o monarca brigantino se empenhava em validar sua soberania sobre o reino e suas preciosas conquistas além-mar. Se desprender das amarras castelhanas, no entanto, configurava apenas uma dentre as diversas barreiras postas à Coroa portuguesa.  Nas terras angolanas, os invasores flamengos chegaram causando alvoroço no sertão, desfazendo e/ou rearranjando alianças, provocando revoltas entre sobas e agentes régios e ameaçando o funcionamento do sistema comercial atlântico, tirando do controle lusitano uma feitoria responsável por uma massiva exportação de mão-de-obra escrava. Para além do prejuízo à Fazenda Real, o cenário espiritual também estava abalado. Sem o reconhecimento da Santa Sé ao novo Rei, Angola viu sua diocese carente de bispo e os jesuítas viam sua influência religiosa sobre os locais ameaçada pela chegada das missões capuchinhas e carmelitas. Estando Angola reconquistada dos holandeses, os governos que se seguiram adotaram uma política agressiva de interiorização, promovendo guerras com a finalidade de captação de cativos destinados majoritariamente para o Brasil. Essa pesquisa analisa as estratégias empregadas na legitimação da soberania portuguesa em Angola entre 1640 e 1667, frente a tantos conflitos fomentados pelos diversos sujeitos que compunham o território angolano, buscando compreender se e como a Coroa conseguiu controlar as revoltas locais, submeter os sobados do sertão e expandir seu domínio militar e comercial no interior angolano num contexto de instabilidade política para o império português.

O objetivo desta da pesquisa é analisar como está sendo ministrado o ensino da História da cultura afro-brasileira e indígena na Educação Básica no estado de Alagoas no período de 1988 a 2012. O recorte temporal foi flexibilizado, uma vez que se faz necessário refletir acerca das origens da disciplina de História e a interação desta com os sujeitos históricos e as ferramentas didático-pedagógicas utilizadas nas salas de aula das escolas pesquisadas na atualidade. Para tanto, será abordada a legislação que trata sobre a temática, o currículo, o cotidiano dos professores da disciplina de História em sala de aula, a importância da formação inicial e continuada para os docentes, o livro didático da disciplina de História, os preconceitos raciais, os Projetos Políticos Pedagógicos das escolas pesquisadas e os Projetos Pedagógicos dos Cursos de História das universidades públicas (UNEAL e UFAL). Do ponto de vista metodológico, para preservar a identidade e a autonomia dos sujeitos históricos e das instituições envolvidas, optou-se por utilizar nomes fictícios tanto para as cinco escolas estaduais pesquisadas no âmbito da 3a Gerência Regional de Ensino que lecionam o ensino Médio Regular no Município de Palmeira dos Índios – AL, como para os professores (as) entrevistados. A pesquisa se justifica, pois, existe no referido Município expressivo número de alunos afro-brasileiros e indígenas matriculados nas escolas e as observações preliminares denotaram que o ensino da cultura dessas populações ficava muitas vezes simplificada, a mercê de Projetos Institucionais externos à escola, necessitando ampliação dos conhecimentos acerca das questões étnico-raciais, como forma de contribuir para com o respeito à diversidade cultural. A metodologia empregada consiste na revisão bibliográfica de autores que notadamente tratam do ensino de História em dimensões múltiplas, especialmente aqueles que têm se debruçado acerca das questões afro-brasileiras e indígenas em sala de aula, entre os quais destaca-se: Bittencourt (2018); Gasparello (2015); Guimarães (2012); Fonseca (2011); Rosemberg (2006); e Fernandes (2005); dentre outros. Como também, utilizou-se; Camargo (2010); Alberti (2008); Pinsky (2008); Freitas (2006); Ferreira (2000) e Goldenberg (1999) que me orientaram a proceder com o tratamento das fontes históricas e na aplicação de questionários e entrevistas semiestruturadas aos professores e coordenadores pedagógicos das escolas pesquisadas. Para analisar os dados obtidos na pesquisa de campo, construiu-se gráficos, quadros e tabelas com o objetivo de sintetizar as informações de forma que se amplie o espaço para discussões sobre os temas circunscritos a proposta de dissertação inicial. As conclusões da pesquisa sinalizaram para a necessidade de minimizar as distâncias entre a Academia e as escolas da Educação Básica, tornando acessível à utilização de livros e materiais didáticos que contemplem a realidade local, assim como maior atenção a formação inicial e continuada dos docentes. A pesquisa, o ensino e a extensão, com autonomia e investimentos na prática docentesão elementos norteadores para que a escola pública avance na socialização dos saberes. Espera-se que este trabalho suscite novas pesquisas referentes ao ensino da disciplina de História, especialmente no tocante ao ensino da História da cultura afro-brasileira e indígena na Educação Básica no estado de Alagoas, estado com incipiente produção de referências na área de ensino de história, contribuindo, dessa forma para a desconstrução dos preconceitos raciais ainda presentes na sociedade brasileira.

Esta dissertação de mestrado tem como propósito debater sobre a história do movimento punk em Delmiro Gouveia, Alto Sertão alagoano, tendo como marco temporal os anos entre 1984-1996. O sertão nordestino é abordado enquanto espaço diversificado em termos políticos, sociais, culturais e geográfico, com características que influenciam a formação de movimentos sociais de resistência como, por exemplo, o movimento punk. Assim, buscamos compreender através do debate historiográfico, o contexto e as temporalidades em que o movimento foi formado na cidade, observando a experiência social e cultural dos seus participantes, e também a militância do movimento após a sua formação. O debate realizado nesta pesquisa parte da análise de fontes documentais escritas, audiovisuais e fontes orais, sendo as oralidades preponderantes para o debate da história, relatos que foram cruzados entre si e com as fontes documentais, que também foram confrontadas. Os resultados obtidos evidenciam a formação do movimento punk em Delmiro Gouveia, construído por jovens pobres que se identificaram com a estética e a ética do movimento e o viram como a reinvenção das formas de existência e resistência, envolvendo-se nas lutas político-sociais, sempre questionando os poderes instituídos em âmbito local, nacional e internacional. Concluímos que o movimento, em Delmiro Gouveia, contribuiu social, política e culturamente em termos de informação, conhecimento e politização, promovendo o debate e a reflexão político-social na cidade através das manifestações socioculturais

A pesquisa aqui apresentada propõe analisar a interseccionalidade entre gênero, raça e classe na formação do Partido Comunista do Brasil (PCB) e na constituição de sua militância. O percurso da pesquisa foi desenvolvido a partir das formas de resistência e luta por direitos protagonizadas pelos movimentos de mulheres ao longo do século XIX e início do século XX, quando as mulheres começam a vencer as barreiras sociais, políticas e jurídicas impostas pela diferenciação sexual. Busca-se demonstrar, por meio da análise das fontes oficiais do PCB e de seus periódicos, assim como mobilizando a bibliografia especializada, como as mulheres de diferentes origens sociais e raciais se inseriram em um espaço masculino e como o Partido, por meio de sua direção, se relacionou com a militância feminina. A escolha do recorte (1922-1935) se justifica por 1922 ser o ano de fundação do PCB e o mesmo ano de filiação da primeira mulher, NOME DELA, e 1935 ano da famosa e frustrada “intentona comunista” que deixou o PCB em frangalhos e desencadeou uma intensa repressão sobre os comunistas e setores democráticos e progressistas. 1935 também foi o ano de fundação da União Feminina do Brasil (UFB), um movimento nascido a partir da mobilização de mulheres ligadas à Aliança Nacional Libertadora (ANL) e que representa uma das primeiras experiências de organização social ligada ao PCB e dirigida às mulheres. A proposta de abordagem aqui refere-se ao debate sobre a interseccionalidade, introduzido pela feminista estadunidense Kimberlé Crenshaw em 1989, para nomear as pesquisas que há muito já eram realizadas por pesquisadoras como Angela Davis, um dos principais referenciais teóricos dessa dissertação, para demonstrar como gênero, raça e classe se entrelaçam para criar múltiplos níveis de injustiça social e, ao mesmo tempo, formas de resistência e mudanças.

The main objective of this dissertation is to contribute to the study of the Historiography of Brazilian Economic Thought. For that, it investigates Caio Prado Júnior's thinking about the economic development of Brazil produced between the decades and 1940 and 1970, both in magazines and in books. It examines, through historical materialism, comparative history and French Discourse Analysis, the social structure in which this Caiopradian thought was built. Therefore, a reflection is made regarding the character and function of the State in the capitalist periphery, this theme arises from the observation that most of the proposals for the development of Brazil attribute to the State a central role. Finally, economic development is investigated based on the contributions of Caio Prado Júnior, seeking to understand the relationship with his interlocutors in order to note the matrix of Brazilian economic thought and its strategies for overcoming Brazil's economic dependence. It is discussed, in light of the above, how the issue of dependence is inserted in the discussions about the Brazilian Revolution and how this debate is still fruitful today.

The present research is about the history seen from below, the
history of the women huts who lived in the context of the War of the Huts and who
participated in it. Within the scope of regional and national historiography the Cabanos
War is studied as an insurrection that took place during the 19th century, between the
years 1832 to 1850, in the Provinces of Alagoas and Pernambuco. Although
documentary sources showing traces of the presence of women in this armed conflict
have already been visited by historians who wrote about the war, no record of historical
research has been found that specifically addresses the issue, both within the scope of
national and regional history, and particularly from Alagoas . This investigation starts
from the survey of manuscript sources and publications in 19th century periodicals,
asking them about the explicit and implicit forms of representations of women in that
historical universe of the Cabanos War (1834-1850). The narratives about women who
belonged to the cabano world are lacunaire and residual, which led me to adopt the
methods of content analysis by Laurence Bardin (2011) and the microanalytical method
by Carlo Ginzburg (2017). Both seek the affinities in the techniques for unveiling the
clues, the traces of flawed acts, the sayings between the lines, the silences, the
contradictions that the documents have. Taking cultural history as a theoretical
foundation, I demonstrate how these women who were immersed in the woods,
suffering the reprisals of military incursions in those times of war are protagonists in the
daily life of war.

The present writing is about a historiographic analysis of an excerpt of the journalistic and artistic production of the intellectual Heliônia Ceres from Alagoas. The study aims to reflect on the issue of gender raised in this production, which is observed in the author's publications. The study starts from an examination of a split I made, from the sources found in his personal background, which date back to a period of three decades. For the investigation of this object, a methodological consideration was necessary on this selection of sources, where the main objective was to examine within a historical time the publications of the sections of the Gazeta Feminina page, which are journalistic sources. For the literary part, the sources are his storybooks, which here will be distanced from the fantastic discourse that consecrated his work. The intention was to transform the sources into mediators to understand some social realities that can be apprehended through a figurative reality of their texts/stories that can be considered within the historical moment. The analysis of these sources is part of Antônio Gramsci's debate on intellectuals and their social functions, and follows the paths of Marxist literary criticism, which brings the elements for an analysis within the scope of the author's cultural background. The gazettes available for the research date from May 1953 to September 1955. The short stories chosen for the analysis were “Santinho”, “The tragedy” and “My foreign love”, which were separated from his literary work, with the focus of understand how the debates on gender in Alagoas were treated, that contemplate an understanding of the evolution of his literary creation to the socio-historical scope. In the stories I noticed a finalism, which dismantles all its mystical aspect, with regard to a greater concern with the social position of women, a reference being the tale that gave rise to this dissertation, which was "Rosalia das visão" from 1984, two published and naming one of the works. This social immersion in women's history can be observed through a temporal examination of their historical experience intercepted with the author's literary production, which culminated in "uncommitted" fiction, but which also reflects how other genres were put, still within a temporality that needs to be taken into account, so that the struggle for human emancipation that is taking place today is perceived. The main hypothesis here is to show this evolution outside the construction of a print media, the part of literature in which it expresses, in its process of aesthetic reflection, an awareness, which evolved temporally, within its authorial project, about the inhumane and commonplace situations and realities of a society built within a late capitalist patriarchy, where human and social relations are within the scope of capital maintenance and gender oppression.