Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
LIMA JUNIOR, Eliud Falcão Correa |
| Orientador(a): |
MIRANDA, Humberto da Silva |
| Banca de defesa: |
SILVA, Lucas Victor,
SILVA, Wellington Barbosa da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em História
|
| Departamento: |
Departamento de História
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8392
|
Resumo: |
This work has as its goal to discuss how the use of digital technology has been processed and Teaching History in the classroom, based on the observation of pedagogical experiences in the field of study. In this sense, we intend to carry out documentary and bibliographic analysis of both the national educational normative milestones and the pedagogical bibliography on the use of technology in education, in a broader sense, and then, later on, to deepen the debate by raising the discussion about the relation of History Teaching and the use of digital technologies. Therefore, the work presented here is divided into three stages. The first will address the debate on the relationship between new technologies and education in a broader context. At this stage, we intend to carry out a study of the "state of the art" to situate this debate in the academic field, as well as analyze country's official legislation and conclude with a debate about the situation of current school within the so-called "technological era". In the second chapter we have the idea to deepen the previous debate, but now specifically speaking in the Teaching of History. Here we intend to propose another debate, but this time speaking specifically about the correlation between History Teaching and digital games, as well as analyzing the specific normative milestones and the aforementioned discipline bibliography. The idea, in this chapter of the work, is to generate a discussion about this "new" History Teaching, more appropriate to a generation of "digital born" students and to analyze the limits and possibilities of how to converge this teaching so that the objectives of our scholar field of study are achieved in a satisfactory manner. The third and last part of the work consists of fieldwork, which is the appropriation of the School, a choice justified by the fact that the school already uses digital resources in its daily life, as a field of study aiming at the History classes anthropological observation in order to discuss about how digital resources have been used in taught History, subsidized by bibliographical and documentary studies. |
