As Tecnologias Digitais de Informação e Comunicação (TDIC) como estratégia metodológica para o ensino de História

• Ano de defesa: 2022
• Autor(a) principal: Ferreira, Robson Rubenilson dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; História; Mestrado Profissional em Ensino de História (PROFHISTÓRIA); UFPB
• Palavras-chave em Português: TDIC; BNCC; Ensino médio; Gamificação; Ensino de História; High school reform; Gamification; History teaching; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/24910

The present work proposes to reflect on the changes in the High School curriculum, considering the role of Digital Culture as one of the necessary competences for the development of education, in the context of the use of Digital Information and Communication Technologies (TDIC) in the process of school teaching and learning. The research sought to reflect on how the changes defined in the curriculum of Paraíba point to the need to offer continuing education and how gamification, as a didactic-pedagogical strategy, can contribute to the Teaching of History, meeting the principles of the National Curricular Common Base (BNCC) and Law 13,415 of 2017, which defined the High School Reform. The discussion presents the challenges of Brazilian education through local and international indicators published by the Organization for Economic or Economic Cooperation and Development (OECD) and the World Bank (WB), in addition to data from external evaluations, such as the results of the International Program of Student Assessment (PISA) and the Basic Education Development Index (IDEB). Reading led us to reflect on how high school indicators are used to justify curriculum reforms presented as alternatives for improving national and strategic education for the country's development. During the research, it was possible to identify that the approval of the (BNCC) was one of the necessary steps for the High School Reform and that the changes in the state curricula act in the implementation of the new skills required of young people at the end of Basic Education. Understanding curricular changes as legal acts of the national state, we propose, in this way, the use of strategies present in the fifth General Competence of the BNCC, namely Digital Culture, for teacher training. For this purpose, as a requirement of the Professional Master in History Teaching (ProfHistória), we present as a didactic-pedagogical product a proposal for continuing teacher education in the form of workshops on the use of gamification in History Teaching. During the application of the workshops, it was possible to share with a group of teachers the experiences acquired during ProfHistória, in order to contribute to the continuing education of History teachers in Paraíba and neighboring states, considering the implementation of the curricular changes underway.