Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Araújo, Francisco Uilton Alves
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| Orientador(a): |
Cruz, Heloisa de Faria
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em História
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| Departamento: |
Faculdade de Ciências Sociais
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41949
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Resumo: |
This dissertation aims to reflect on the teaching practice of History teachers, focusing on the discussion of the use and impacts of new technologies in classroom teaching practices. Throughout the research, readings and analyses of experiences of History teachers in basic education classrooms using new technologies were conducted. Through reports and studies of experiences already disseminated in area meetings, dissertations, theses, and articles, we sought to analyze how new technological resources have been incorporated and impacted History teaching practices. The text is divided into three main parts, addressing from the history of History teaching to the use of digital games as a didactic tool. The first chapter briefly presents the history of History teaching along with the discussion of the regulations and curricular guidelines in force in basic education. The following chapters show that new technologies are already present in History teaching through educational software and methodologies that integrate teaching and the school environment with digital technologies in a hybrid way. These chapters more directly address teachers' experience reports, discussing from teacher training to deal with new technologies to access to them in the school environment, the study of the use of different resources, methodologies, and platforms in classrooms, and the use of digital games aimed at historical learning, as well as commercial games without educational purposes as a tool in the teaching of different historical themes and situations |
