O uso de jogos no ensino de história acerca da criança escravizada no Maranhão Colonial

• Ano de defesa: 2024
• Autor(a) principal: Magalhães, Ana Caroline da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; PROGRAMA DE POS-GRADUAÇÃO EM HISTÓRIA - PPGHIST; UEMA
• Palavras-chave em Português: Ensino de História; História do Maranhão; Criança escravizada; Jogos educativos; Maranhão - Colonial; Educação básica; Escravização - Maranhão Colonial; São Luís; Ribeira do Itapecuru; Grão- Pará e Maranhão; Sistema escravista - Maranhão Colonial; Mundo do trabalho; Núcleo de Estudos, Pesquisa e Extensão sobre África e o Sul Global (NEAFRICA); Jogo - ferramenta - ensino de história; Espaço escolar; Material didático; History Teaching; History of Maranhao; Enslaved child; Educational games; Maranhao - Colonial; Basic education; Slavery - Colonial Maranhao; Saint Louis; Itapecuru River; Grain- Para and Maranhao; Slave system - Colonial Maranhao; World of work; Center for Studies, Research and Extension on Africa and the Global South (NEAFRICA); Game - tool - history teaching; School space; Teaching material; História; Ciências Sociais; História do Brasil; História do Brasil Colônia
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/4997

The present study addresses the presence of enslaved black children in Colonial Maranhão, especially in the regions of São Luís and Ribeira do Itapecuru, between 1801 and 1818, mentioning the particularities existing within the process of enslavement. In this sense, we problematize the figure of the enslaved child, through the bibliography consulted and the data collected in the database organized by the team of researchers from the Center for Studies, Research and Extension on Africa and the Global South (NEAFRICA) and the Court of Justice Archive of Maranhão (ATJMA). In this way, we developed a paradidactic with educational games, privileging the understanding of the reality of the enslaved child in Maranhão lands. Thus, the paradidactic was elaborated with the objective of including the theme of this study in Basic Education (7th grade). Demonstrating how educational games can be efficient in the transmitting of knowledge in the Teaching of History. Therefore, through these reflections, we believe that not only does knowledge become more accessible, but that, in addition, it can promote critical learning about the historical injustices that affected black children during the period of enslavement in Maranhão.