Pode a história imunizar os alunos? A pandemia de Covid-19 e o ensino de história através das reportagens da BBC News Brasil

• Ano de defesa: 2025
• Autor(a) principal: Lacerda, Rayner da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de História (ProfHistória)
• Palavras-chave em Português: Ensino de História; History Teaching; Produção e difusão de narrativas históricas; Production and dissemination of historical narratives; Doenças e epidemias; Diseases and Epidemics; Pensamento histórico; Historical Thinking; Covid-19; Sequências didáticas; Didactic Sequences; CNPQ::CIENCIAS HUMANAS::HISTORIA; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/45003; http://doi.org/10.14393/ufu.di.2025.95

This dissertation investigates the potencial of the “historical reports” produced by BBC News Brasil as a teaching tool for teaching history. Focusing on the context of the Covid-19 pandemic, especially between 2020 and 2022, the research analyzes how these materials can be used in the classroom to develop student’s historical thinking by confronting this health crisis with other events in the past, such as the Spanish Flu and the history of caccination. It also aims to debate and question the potencial of using periodical materials to (re) think school historical knowledge, in close dialogue with historiography. The theoretical-methodological framework is based on the concept of Historical Thinking, developed by Peter Seixas, and permeates characteristics of Historical Consciousness, elaborated by Rüsen and reinterpred by Schmidt. As a final result, three didactic sequences will be presented that allow the teacher to use these reports to stimulate historical reflection, allowing students to understand history as a process in constant construction and that interacts with contemporany events, in addition to improving their critical-reflective ability to construct arguments relating different temporalities.