Ensinar história na era das tecnologias digitais da informação e comunicação

• Ano de defesa: 2022
• Autor(a) principal: Silva, Allan Felipe da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Geografia, História e Documentação (IGHD); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de História - PROFHISTÓRIA
• Palavras-chave em Português: Ensino de história; Tecnologias digitais da informação e comunicação (TDIC); Aprendizagem histórica; Saberes e práticas no espaço escolar; CNPQ::CIENCIAS HUMANAS::HISTORIA; History teaching; Recent historical processes; Teaching and learning in nonformal spaces; Covid-19; Digital technology
• Link de acesso: http://ri.ufmt.br/handle/1/5262

The present work discusses the influences of the Age Enlightenment on education, especially regarding the teaching of History. In this sense, education is related to technology and the impacts it causes on the teaching and learning dichotomy. Political, economic and informational contexts are taken into account when proposing pedagogical interventions that consider technology as a language and not as an instrument to make teaching more “dynamic” or “pleasant” to students. The COVID-19 pandemic and remote teaching are presented as potential and irreversible agents of the teaching computerization process. Finally, we emphasize the need for new educational paradigms that guide digital technology as disruptors of the teaching process, capable of reconfiguring the school's relationship as a space for the production of and democratization of knowledge. The philosopher Andrew Fenberg, enables tools that make it possible to conceive the school as an institution that must propose, uses and alternatives for the relationship between man and technology as an engine of its pedagogical practice.