PROGRAMA DE PÓS-GRADUAÇÃO EM HISTÓRIA SOCIAL

Languages:


Lines of research

Concentration area:

The concentration area of the Social History Program of the Department of Human Sciences of the School of Teacher Education at the Rio de Janeiro State University, São Gonçalo, is the Social History of the Territory. Territory is understood as a social space that encompasses from local to global networks, from movements, agents, and institutions to forms of symbolic construction, representation, and appropriation in different historical periods.

 

Territory, Power Relations, and Social Movements

The line of research comprises historical and / or historiographic studies pertaining to formally or informally organized forms of state, power and social groups, considering inter and intra-group political interactions and identifying, in space and time, power relations as inherent to any form of social relationship. Research also focuses on public and private institutions, whether governmental or not, on daily relationships between and within different social movements and groups, and their forms of identity, organization, demands and contradictions, focusing on rural and urban manifestations in their political, economic, cultural and religious dimensions.


Territory, Identities, and Representations

The line of research comprises investigations that assume that the Social Territory is a community imagined in all its spatial dimensions: international, national, regional, and local. As to the object, the line of research encompasses microhistory and micro themes, such as, for example, the history of everyday life, of apparently unimportant characters, groups and locations, and life stories; the constant significations and re-significations of space by various actors and subjects; the shifting processes of characterization of political and cultural identities that inform the very constitution of social territorialities.

 

Historiography and History Teaching

The line of research comprises History teaching studies seeking to enrich and deepen the reflection on this field of knowledge, which has received growing attention in academic circles. Studies are, therefore, oriented towards three priority directions. The first seeks to historicize and problematize the design and dissemination of materials and teaching resources related to this school subject - mainly textbooks and supplementary educational books - produced since the beginning of the nineteenth century. The second is based on the concern about the conditions of the education of history teachers in our society, discussing the specificities and complexities of knowledge and practices intrinsic to History teaching. The third aims to study the relationship between historiography and memory, assuming that historiography renders History intelligible but also establishes memory that is subjected to silences and repressions. So, the third direction aims to make the choices of historiographic work explicit (also situating them as political choices) in order to understand the different uses of the past by historians. In short, the line of research develops along the axis of History teaching, focusing on knowledge and pedagogical practices, as well as on the different uses of the past in teaching materials, including the so-called "school reading books".