Construindo narrativas no ciberespaço: uma proposta de letramento histórico e digital para estudantes do Ensino Fundamental nos anos finais

Abstract

This thesis is the result of research on the use of Digital Information and Communication Technologies (DICTs) in History Teaching for 7th grade students at the Manoel Carneiro da Cunha State School, located in the city of Extremoz - RN. The research issue is: how to use DICTs to motivate individuals in the studies of the subject, guaranteeing conscious use of these technologies and the development of historical thought? As a solution to this problem, the hypothesis was adopted that it is possible to provide learning through historical and digital literacy strategies, in hybrid teaching contexts and with the use of active methodologies in the construction of historical narratives in the cyberspace. The main objective of the research is to understand how to digitally literate students in the final years of elementary. Thus, it was established as specific objectives: analyzing the national curriculum prescriptions, contrasts and meanings to the researched school culture; understanding the theoretical and methodological possibilities to provide historical-digital literacy; and elaborating a History Teaching intervention based on the production of historical school knowledge through the mediation of DICTs. The teaching intervention was planned as a bimonthly sequence of workshop classes to produce digital historical narratives. As an object of knowledge in the teaching proposal, the Portuguese colonization of America is studied, based on the local historical experience of Extremoz, a settlement of colonial origin. Among the main conclusions of the research, it is evident the importance of the use of DICTs not to be dissociated from the essential objectives of History Teaching, but in concomitance with them, as an integral part of the same process. It is also emphasized that updating the teaching of the subject via DICTs to stimulate individuals in their studies does not depend exclusively on material resources. Consequently, human resources, in this case teachers, are the key to the process. For this reason, it is emphasized the importance of guaranteeing teachers adequate conditions for training, research, planning and work so they can perform in new social contexts.