Oliveira, Margarida Maria Dias deSilva, Adriane Teixeira da2022-05-112022-05-112022-02-18SILVA, Adriane Teixeira da. Ensinar e aprender História: desafios docentes na aprendizagem híbrida no Espaço Maker. 2022. 123f. Dissertação (Mestrado Profissional em Ensino de História - Profhistoria) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/47170The present research has as a generating question how to develop historical learning, the ability to read the world and reality by students in basic education, using the instrumentalization of the History subject and the tools of the school maker space that can be used in hybrid teaching. Therefore, it aims to develop historical learning through the problematization of reality and the student's daily life in an autonomous way in the maker space, in hybrid education, with students from the Year 6, from the final years, of the Elementary School of Complexo Educacional Contemporâneo. The methodological strategy used was a qualitative exploratory approach and the procedure adopted was the comparative document analysis. Because it is a new and little explored space, mainly in the human sciences, it was necessary to develop strategies for using the maker space with the support of active methodologies and DICT's. Through this combination of tools, we sought to develop historical knowledge and the reading of the world and reality, with a proposal for an approach through an investigative script. This script mainly considered the Maker Room that each school space has, its projects, objects, developed knowledge and contexts to think about the surrounding world, promoting the problematization, the strangeness of the naturalized daily life on the part of the student. Starting from this provocative approach and with the help of DICT’s and hybrid teaching, an investigative script was developed in which the student can learn research procedures that help him in the construction of historical knowledge and, finally, upon returning to the Maker Room, develop the narrative construction through different languages, using the available resources of the room. In conclusion, this research indicated that the teaching of history developed in the Maker Room, using active methodologies and DICT’s, can help in the development of interdisciplinarity, autonomy, the ability to read the world and reality on the part of students.Acesso AbertoAprendizagem históricaEspaço MakerTDIC'sEnsino de HistóriamasterThesis