Ressignificar a dependência escolar: um caminho a partir do uso de TIC's no ensino de história
The main objective of the dissertation is to develop a methodological and thematic proposal towards the problem-situation of Partial Progression in History in the first year of high school. It arises from the concern regarding the expressive number of students in this condition, at the State School...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46577 |
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| Resumo: | The main objective of the dissertation is to develop a methodological and thematic proposal
towards the problem-situation of Partial Progression in History in the first year of high school.
It arises from the concern regarding the expressive number of students in this condition, at the
State School Professora Calpurnia Caldas de Amorim – EECCAM, located in the city of
Caicó, state of Rio Grande do Norte. When considering the the offer of progression in History
at this institution, which has been shown to be insufficient towards the development of
significant historical learning, we have proposed an investigative path for the teaching of
History, seeking to make use of digital information and communication technologies (ICTs)
as a mediator in the development of historical school knowledge. As this is a problem little
investigated in the field of History Teaching, we have performed a qualitative, exploratory
approach, based on the analysis of legislation on the subject, documents related to school
achievement and questionnaires on the experience of progression as a methodological strategy
to understand the school reality on the subject. Based on this understanding and in dialogue
with progressing students, we have developed a pedagogical intervention entitled
“historiographical operation in the classroom”. This methodological path aims to develop
students' skills and abilities in order to carry out historical research through the
operationalization of five stages that complete each other. This circuit begins by reflecting on
historical issues experienced in the present time and by mobilizing the prior knowledge of
students, going through the planning of historical research, survey and analysis of sources
which, in turn, refer the construction of historical narratives from different languages. Finally,
the circuit ends with the analysis and reflection on the entire operation in order to highlight
the lessons developed and the issues that need to be adjusted in the methodology used. The
application of the didactic artifact created was partially conducted and indicated that the offer
of the History course, in a hybrid format, generated a significant historical learning, as it
awakened the desire and involvement of the students in the historical-school investigation process. |
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