As tecnologias no ensino de história: uma análise a partir da coleção Pitanguá Mais História
This article addresses the use of Information and Communication Technologies(ICT) in the early years of elementary education in history teaching. Methodologically, a qualitative research approach was employed, using the content analysis technique described by Bardin in his book "L'analyse...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/54017 |
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| Resumo: | This article addresses the use of Information and Communication Technologies(ICT) in the early years of elementary education in history teaching. Methodologically, a qualitative research approach was employed, using the content analysis technique described by Bardin in his book "L'analyse de Contenu," published in 1977. There search involved three phases: pre-analysis, material exploration, and result processing. The study utilized the didactic material of "Pitanguá Mais História" collection (2021) along with teacher's manuals. The focus was too serve how ICT is presented and whether they are recommended for useinthehistory classroom for the early years of elementary education. After analyzing the teacher's manuals regarding the use of ICT, three categories were identified: ICT for expanding historical knowledge, ICT as a didactic resource, and ICT for student socialization. In the first category, it was noted that this aspect is present in all five 5 volumes of the collection, introduced at the beginning of each unit and reiteratedat some moments within them. The mentioned websites aim to assist and provide more information about the topics covered in the book's pages. In the second category, sessions focused on teaching methodologies were observed, incorporating resources that facilitate the connection of history teaching with the new realities brought by ICT. The third category emphasizes the everyday use of digital tools, including the students' involvement in selecting these resources. Therefore, although there are three distinct categories, they are interconnected with a common objective, which is to demonstrate the use of ICT in history teaching. |
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