Ensino de História na cibercultura: narrativas sobre a ocupação do território e cidadania a partir da experiência histórica romana e o tempo presente

• Ano de defesa: 2020
• Autor(a) principal: Brinco, Naicon de Souza
• Outros Autores: [e-mail]
• Orientador(a): Cabral, Maria Aparecida da Silva
• Banca de defesa: Pinto Junior, Arnaldo , Araújo, Helena Maria Marques , Azevedo, Patricia Bastos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de História (PROFHISTORIA)
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Ensino de História; Saberes e práticas no espaço escolar; Aprendizagem histórica; Mídias digitais; Reforma agrária; Roma
• Palavras-chave em Inglês: Teaching of history; Knowledge and practices in the school space; Historical learning; Digital media; Land reform; Rome
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA::HISTORIA DO BRASIL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19053

This addresses the teaching of Roman historical experience from narratives of the present time, in dialogue the mobilization of the concepts of agrarian reform and citizenship. We problematize the teaching method in the face of the phenomenon of the expansion of cyberculture and how it has directed the views of young students of basic education in the understanding of historical facts. In this context, it was identified, in sixth year Elementary School II of the Elza Ibrahim Municipal College, in the city of Macaé/RJ, that 93% of the young people surveyed have access to cyberspace and interact mainly with YouTube. In moreover, we discuss the impact of these results on classroom practice from the perspective of references in the field of Education. Contributions from the field History Theory were articulated the mobilization of historical concepts and skills in conjunction with historical facts, mediated by narrative operations. Based on the theoretical discussions there is a didactic sequence that culminates with the construction of audiovisual narratives in the game Gacha Life by the students in three space-time: Rome in the 2nd century BC, the formation of the MST in the 1980s in Brazil and the performance of the MST in the 2010s in Macaé. Applied in the two classes participating in the research. The animated videos produced by the students are hosted on an electronic address on YouTube.