Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
DIAS, David Silva
 |
| Orientador(a): |
ZAQUEU, Lívia da Conceição Costa
|
| Banca de defesa: |
ZAQUEU, Lívia da Conceição Costa
,
ROCHA, Viviane Moura da
,
SILVEIRA, Francisca Morais da
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/4259
|
Resumo: |
The growing technological development it took to the production of a society what if communicates each time more from the images. The school is not free from the consumption of these images that arrive to the school community through books, magazines, movies and series. In this sense, this research aimed to: Build an interactive notebook with suggestions/guidelines about use of movies and series in History classes from an investigation at the Federal Institute of Maranhão/Campus Monte Castelo, about how movies and series with historical themes are being problematized in the classroom and what are the results of its use in the construction of historical knowledge. This research is based on a qualitative approach in education of the case study type, with a procedural focus of a collaborative and intervention character. it is situated in the dimension of Cultural History; thematic, movie theather and history teaching and domain of history teaching. As subjects, we work with a teacher and thirty students of a first-year high school class of the Buildings course, from the Federal Institute of Education, Science and Technology of Maranhão, the locus of the research. It is used as research tools It is used as research tools. For data analysis, the Content Analysis technique was used. This research included holding meetings/laboratories with the teacher and applying the product elaborate with the students. The results pointed that the students had an increase in their perception of the historical content through the films shown in the classroom with the support of the cinematographic language. The findings point out that students obtained a new dynamic in learning in history through the built game from the movie shown in the classroom. From the intervention carried out, the product was built that made possible its application after the movie shown. In addition, there was an expansion of the History teacher's knowledge of historical concepts and cinematographic language in History classes. Soon, the interactive notebook brought to the students and the teacher a new look at historical knowledge, considering the use of movies and series in history classes. |
