Novos olhares para o ensino de História: enriquecimento para além dos conteúdos da BNCC
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Data
2021-12-21
Autores
Basilio, Kelly Cristina Aparecida
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação tem como objetivo analisar o Ensino de História nos Anos Finais do Ensino Fundamental, apresentado na Base Nacional Comum Curricular, como também, desenvolver um produto educacional, Historiando, sistematizado em duas sequências didáticas, aplicadas no aplicativo padlet, contemplando as lacunas encontradas durante a análise documental. Dentre as lacunas identificadas (cultura islâmica, História Medieval Ibérica, e referências sobre a diversidade do processo histórico da África e América), foi selecionado a temática História e Cultura Afro-brasileira, sendo justificado pela sua obrigatoriedade na Lei 10.639/2003, para a elaboração do produto educacional. A metodologia utilizada foi dividida em dois estudos. Estudo I: análise documental qualitativa sobre o documento, fundamentada na teoria de Pierre Bourdieu e o estudo II: pesquisa de desenvolvimento do objeto virtual de abordagem qualitativa com característica de participante. O estudo II foi validado em uma escola pública no interior do estado de SP, com alunos do 7º ano por meio dos instrumentos de coletas de dados, google forms, diário de campo e produções dos discentes. Mesmo sendo aplicado aos alunos do 7º ano, o produto educacional consegue alcançar o Ensino Fundamental Anos Finais, do 6º ao 9º ano, tanto na forma remota, híbrida ou presencial. A pesquisa concluiu que 93% dos participantes conseguiram desenvolver três habilidades e quatro objetos de conhecimentos determinados pela BNCC para o Ensino de História nos Anos Finas, referente a temática selecionada. Evidenciou, também, as mazelas de uma sociedade desigual e despreparada para o uso adequado da tecnologia na educação, que, se não for algo significativo, de acordo com o estudo I, pode servir como mais um elemento do aparelho ideológico do estado.
This dissertation aims to analyze the Teaching of History in the Final Years of Elementary School, presented in the Common National Curriculum Base, as well as to develop na educational product, Historing systematized in two didactic sequences, applied in the padlet application, covering the gaps found during the document analysis. Among the identified gaps (Islamic culture, Iberian Medieval History, and references on the diversity of the historical processo f Africa and America), the theme Afro-Brazilian History and Culture was selected, being justified by its obligation in law 10.639/2003, for the elaboration of the educational product. The methodology used was divided into two studies. Study I: qualitative documentary analysis of the document, based on Pierre Bourdieu’s theory and study II: research on the development of a virtual object with a qualitative approach with participant characteristics. Study II was validated in a public school in the interior of the state of SP with 7th grade students using the following data collection instruments, google forms, field diary and students’ productions. Even being applied to 7th grade students, the educational product manages to reach Elementary School Final Years, from 6th to 9th grade, either remotely, hybrid or in person. The research concluded that 93% of the participants managed to develop three skills and four objects of knowledge determined by the BNCC for Teaching History in the Fine Years, referring to the selected theme. It also highlighted the ills of na unequal society unprepared for the proper use of technology in education, which, if not something significant, according to study I, can serve as another elemento of the Ativan Wildows ideological apparatus of the state.
This dissertation aims to analyze the Teaching of History in the Final Years of Elementary School, presented in the Common National Curriculum Base, as well as to develop na educational product, Historing systematized in two didactic sequences, applied in the padlet application, covering the gaps found during the document analysis. Among the identified gaps (Islamic culture, Iberian Medieval History, and references on the diversity of the historical processo f Africa and America), the theme Afro-Brazilian History and Culture was selected, being justified by its obligation in law 10.639/2003, for the elaboration of the educational product. The methodology used was divided into two studies. Study I: qualitative documentary analysis of the document, based on Pierre Bourdieu’s theory and study II: research on the development of a virtual object with a qualitative approach with participant characteristics. Study II was validated in a public school in the interior of the state of SP with 7th grade students using the following data collection instruments, google forms, field diary and students’ productions. Even being applied to 7th grade students, the educational product manages to reach Elementary School Final Years, from 6th to 9th grade, either remotely, hybrid or in person. The research concluded that 93% of the participants managed to develop three skills and four objects of knowledge determined by the BNCC for Teaching History in the Fine Years, referring to the selected theme. It also highlighted the ills of na unequal society unprepared for the proper use of technology in education, which, if not something significant, according to study I, can serve as another elemento of the Ativan Wildows ideological apparatus of the state.
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Palavras-chave
Base Nacional Comum Curricular, História, Padlet, Common National Curriculum Base, History