Manual do professor e objetos de aprendizagem: Uma análise das tecnologias digitais para o Ensino de História

Abstract

This dissertation has as research object the problematization of the guidelines of the printed manual of the 2nd Year of High School, authored by Alfredo Boulos Júnior, with the title “História, Sociedade e Cidadania 2”, São Paulo, FTD, 2016. I prioritized the analyzes referring to Learning Objects (LOs) that suggest the use of digital technologies for the teaching of History. These guidelines were conceived at the beginning of the second decade of the 21st century, in a context in which face-to-face classes were practically the only form of education developed in schools. However, with the emergence of COVID-19, digital technologies came to be valued because the remote teaching format was implemented in basic schools. The book analyzed has been used at the Escola Estadual Cônego Antônio Galdino, located in the city of Puxinanã (PB), since 2018. It is a textbook like many others on the market, and follows the hegemonic trends that agree with the conceptions of education that understand that digital education is a means to solve the problems of education systems, a precept valued by Capitalist Modernity. In this material were found suggestions of sites that bring films, reports and documentaries, as well as an online bibliography. Thus, I discussed how teachers appropriated these electronic resources, and whether this type of teaching material when used in remote classes produced notions of meaning. This study is characterized by an analytical approach of a qualitative nature, in order to develop instruments that can describe the qualities of certain phenomena and objects of study. Participating observations were carried out during remote classes, followed by interviews with teachers and students to understand how the research subjects appropriated digital resources. A WebQuest was also produced and experienced as a proposal of (re)signification of the teaching of History, characterizing itself as a didactic product produced together with this dissertation. The theoretical contributions for the development of this research are based on: E. P. Thompson; W. Benjamin; R. Chartier, K. Munakata, J. Braga, P. Freire, J. Larrosa, C. Laval and B. Dodge. Keywords: Teacher's printed manual. Learning Objects. Capitalist Modernity. History teaching.