Banca de DEFESA: Mauricio Martins Alves Pereira

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : Mauricio Martins Alves Pereira
DATA : 29/11/2021
HORA: 09:00
LOCAL: Google Meet
TÍTULO:

HISTORY TEACHING AND FACEBOOK: IMPLICATIONS IN THE HISTORICAL CONSCIOUSNESS OF STUDENTS OF THE THIRD YEAR OF HIGH SCHOOL OF A PUBLIC SCHOOL IN MIRASSOL D ’OESTE

PALAVRAS-CHAVES:

Historical awareness; History didactics; appreciation of the human.

PÁGINAS: 127
GRANDE ÁREA: Ciências Humanas
ÁREA: História
SUBÁREA: História do Brasil
ESPECIALIDADE: História Regional do Brasil
RESUMO:

The present professional master dissertation ProfHistória, whose line of research is Historical Languages and Narratives, has the general objective of understanding the human capacity to make politics and “read the world”, for this to occur it is important to understand politics as a historical factor with capacity to have a significant influence on people's lives, so that such capacity can flow in a more assertive way, it is necessary to try to answer the question: how to develop a pedagogical work with the posts, in the perspective of teaching history? In order to answer this question, it is necessary to direct the work towards the interpretation of narratives posted on the Facebook social network, whose focus in question was the teaching of history. Through action research, the teacher directs activities in a closed group on the social network, later collecting the narratives seeking to contextualize them with history and history teaching. We reinforced the discussions in section I on the action research methodology, the political issues that involve the teaching and learning process, seeking to make students understand the history involved in politics. We discussed the didactics of history, and briefly we presente authors who do not commune with Rüsen (2010, 2019) and Cerri (2011) about didactics and transposition. We discussed the concept of historical consciousness that is expressed through narratives, and that it is necessary to understand them, as well as to understand their temporal typologies. Such conceptions of teaching applied in the school context can be liberating, it can act in order to allow the subject to be a critic of his society, as well as to know his social role. It happens that to work with the development of it it is necessary to work with the substantive and second order concepts, work guided by historical literacy and the didactics of history, this is a theoretical knowledge that for many scholars of history teaching is a field of knowledge, an area of knowledge. The didactics of history also help in the development of historical awareness from the moment that it seeks to understand common, scientific and scholarly knowledge in order to propose the reflective debate on the growth of the subjects. We discussed learning environments, media, social networks, Facebook as a pedagogical tool, including the website itself presents tips to the teacher; facts that we commented on as well. In this dissertation, the valorization of the student's knowledge is abundantly explored with thinkers in education, psychology, history teaching and with possible connections between them. Human development is presented by theorists as: Barca (2019); Carrenho, Tassinari and Pinto (2010); Cerri, (2011); Fonseca (2011); Freire (1967, 2002); Lee (2006, 2016); Rogers (1985); Rüsen (2001, 2019); Schmidt (2009, 2010, 2014, 2019); of these the ones that were used the most, main pillars: Cerri (2011), Freire (1967, 2002), Rogers (1985) and Rüsen (2001, 2019). Furthermore, in the dissertation, ICTs are discussed a lot nowadays and their school and social consequences as a whole.

MEMBROS DA BANCA:
Presidente - 247541002 - JAIRO LUIZ FLECK FALCAO
Interno - 59400001 - MARIA DO SOCORRO DE SOUSA ARAUJO
Interno - 61729004 - REGIANE CRISTINA CUSTODIO
Externo à Instituição - RAFAEL SADDI TEIXEIRA - UFG