Licenciatura em História (UAEADTec)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2885
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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2 resultados
Resultados da Pesquisa
Item 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(2024-01-04) Pereira, Joabson Luiz; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/0126393687241277This 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.Item O uso das tecnologias digitais de informação e comunicação (TDICS) para ensinar história da África e escravidão no Brasil(2024-01-04) Nascimento, Jefferson José Ramos do; Côrrea, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/6350726367624805Technology is a strong educational tool, when used well, it enhances teaching practice, and makes the student the protagonist of learning, the teacher who seeks to use technology in his classes, demonstrates progress and commitment to the new, teaching about Africa and Slavery in Brazil, becomes a challenge that can be overcome with the union between technology and teaching mastery of the content presented. Teaching is a privilege, mastering the subject and technologies is an enabler of teaching and learning in Brazilian education. This work addresses the topic of Africa and slavery in Brazil, as well as the laws that regulate them, based on the assumption that teaching practice involves the teacher having mastery over the topic in question and qualifying to teach a very important topic. Throughout the chapters, the importance of teaching African History in the training of students who will work in regular education is taken into account. The main theme of this work is to address TDICs in the teaching of African History and Culture, pointing out their benefits and challenges. Another important point involves the use of TDICS to teach about the slavery of Africans in Brazil and how this extremely important topic should be approached so that teaching practice can achieve the proposed objectives. Finally, the debate revolves around the use of existing digital resources, such as applications, websites, games, etc., all aimed at education and teaching the History of Africa and Slavery in Brazil. The importance of teachers using these resources to enrich and include their students in classes is debated.