As tecnologias digitais da informação e comunicação e o ensino de história: uma análise da base nacional comum curricular

Abstract

Digital Information and Communication Technologies are present in this dissertation, under two vieses. First, we observed that when inserted in schools there was no obligation for their use in regular teaching practices. However, from the implementation of the Common National Curriculum Base, this fact has changed. In the face of this change, this research has as its general objective “To analyze the challenges presented to the teaching of History from Digital Information and Communication Technologies (ICTs) from the implementation of the National Common Curriculum Base (BNCC), in the stages of Elementary And High School”. The theoretical foundation is based especially on the context of the emergence of ICTs, on the challenges posed to history teachers in the face of penetrability among the students (digital natives) and in the treatment of ICTs in the BNCC document itself in the parts of the Elementary School, in the area of Human Sciences, in the History and High School component, in the area of Applied Human and Social Sciences. The theoretical chapters are based on authors such as: Castells (1999, 2001), Prensky (2001), Andrade and Medeiros (2012), Arruda (2013), Libâneo (2011), Moran (2000), Rosa and Ferreira (2018) and others. As for the methodological, the: Minayo (1994), Bardin (2016), Chizzotti (2008), Gil (2008), Severino (2007), Cellard (2008). This research consists of a qualitative, exploratory study regarding its objectives, with bibliographic and documentary research regarding the procedures and as a strategy, a Document Analysis of the BNCC was carried out, since it is not a neutral document. Based on the study, it was concluded that history teachers when critically using ICTs as pedagogical support, even with the imposition of BNCC, History teaching contributes to the personal and social development of students as subjects of their own histories.