Multiletramentos nas aulas de História: a criação de narrativas históricas sobre Élia de Barros em blogs

Abstract

This study discusses the research developed within the scope of the Professional Master's Degree in History Teaching, PROFHISTÓRIA, at the Federal University of Rio Grande do Norte, concerning the difficulties of students in literacy practices in History classes in High School, at the Élia de Barros State School in the city of São Gonçalo do Amarante/RN. It discusses how History classes can contribute to the development and consolidation of literacy in students based on the expertise of historical science. It assumes that the didactic use of digital information and communication technologies can contribute to the formation of skills and abilities inherent to insertion in the literate culture in a meaningful way for students, enabling them to elaborate historical narratives with greater ease, autonomy and endowed with meaning in digital environments. It aims, in general, to promote Multiliteracies with students in the 1st year of High School, in that teaching unit, through a proposal for teaching and learning History with the use of digital technologies. Its specific aim is to: 1. analyze the possibilities of stimulating reading and writing practices in History classes, in the domain of basic education, oriented towards the significant learning of historical knowledge, the centrality of student protagonism and the reading and writing proficiency of students; 2. understanding the technical and pedagogical potential of the use of digital information and communication technologies in the teaching of History; 3. constructing a proposal for didactic intervention for the production of historical narratives, by students, through blogs. It employs a qualitative approach, methodologically, to deepen the understanding of the object of study, of a descriptive type, in procedural terms, characterized by being bibliographic and documentary. It presents as a proposal a didactic sequence of Multiliteracy events, involving the creation of blogs by the students, historical research with digitalized sources from the Natal newspapaers O Poti and Diário de Natal regarding Élia de Barros, the writing and publication of narratives in cyberspace environments. It is found that the didactic sequence, by combining work with historical sources and the production of written narratives about Élia de Barros, contributed to stimulating and developing reading and writing skills when students compose their own analyses and interpretations of the past.