Intolerância religiosa e Ensino de História : a atuação do Tribunal do Santo Ofício no Brasil sob a perspectiva literária

• Ano de defesa: 2025
• Autor(a) principal: Silva, Marcos Antonio Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; História; Mestrado Profissional em Ensino de História (PROFHISTÓRIA); UFPB
• Palavras-chave em Português: Ensino de História; Inquisição; Intolerância religiosa; Educação Histórica; Literatura; Aulas-oficina; History teaching; Inquisition; Intolerance; History education; Literature; Workshop classes.; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/35414

The purpose of this paper is to discuss the expansion of the dialog between History Teaching and Literature as a means of enhancing the students' learning process. In this way, by bringing together the areas of knowledge of the Human Sciences, more precisely History and Literature, we will take as a research reference the work “O Santo Inquérito”, written in 1966 by the playwright Dias Gomes, with the aim of shedding light on the issue of long-standing religious and political intolerance in Brazilian society. The dissertation consists of a single volume, made up of three chapters, with theoretical subsidies, which deal with the constitutive bases of historiography and history teaching in Brazil, and the need for the insertion / expansion of studies that lead to the analysis of respect for differences in thoughts and actions between people. To this end, we sought to examine the place that inquisitorial intolerance occupies in history textbooks and how its study in the classroom – mediated by the application of concepts put forward by History Education, the use of new approaches and Literature - can contribute to the student's formative process, especially with regard to improving historical awareness in the school space. At the end of the third chapter, the reader will find a Didactic Sequence (DS) – anchored in the methodological assumptions of workshop classes. This material was produced with a view to catering, in particular, for secondary school students, and with the intention of collaborating with other teachers in the search for methodologies that can encourage students to engage in reading and research practices that lead to reflections on the urgency of combating the many different forms of violence present in society.