O ensino de História e Tecnologias Digitais de Informação e Comunicação (TDIC) nos anos finais do ensino fundamental : uma análise sobre os desafios e as possibilidades

Abstract

This current undergraduate thesis aims to investigate how academia initially sought to understand the impacts of technologies on the teaching of the History curriculum, taking into account the changes and continuities brought about by the period of remote teaching instituted by the context of the COVID-19 pandemic, serving as the historical/temporal landmark. To achieve this, it is necessary to reflect, within a general objective, on ways to enhance pedagogical practices in the use of Digital Information and Communication Technologies (DICTs) in the context of History classes in the final years of Elementary Education, through a bibliographic review published in theses and dissertations. The selected texts throughout the research come from academic sources recognized by the scientific community, as mentioned earlier. Therefore, the research was conducted directly in digital repositories of universities or in digital libraries that organize research in these repositories. For example, when using the UFPE Repository and conducting a search, the repository presents theses and dissertations from other areas of education involving different curriculum components in descending order of relevance. The results from this demand were satisfactory, as there is a concern within academia, especially in graduate and professional master's programs. However, the authors do not place all hope for change and innovation in technological tools but rather in the approaches and methodologies that teachers will use with students, in the role of mediators of historical knowledge. Another challenge seen to be overcome is the infrastructure of schools, as per the TIC Education 2022 research, and the ongoing training of teachers, whether offered by the education system or sought by the teacher, must align with the perspective that the role of the History teacher is even more urgent. Thus, there is a need for the continuity of interdisciplinary studies between Pedagogy and History Teaching, elements that should be combined from the beginning of the teacher's training in this curriculum component.