Também com memes se ensina e se aprende história: uma proposta didático-histórica para o Ensino Fundamental II

• Autor(a) principal: Abreu, Cíntia Beñák de
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20077
• topic: History teaching; Historical learning; Internet memes; Ensino de História; Aprendizagem histórica; Memes da internet; CIENCIAS HUMANAS::HISTORIA

History and its teaching have been going through a process of changes in the last decades. These changes, in a way, are related to the affirmation of new ways of reading and communicating stories and memories of humans in time. These new forms have enabled expanded access of narratives of historical sense in different supports, especially digital ones, produced in public environments, breakthrough school walls and constitute meanings in the classroom. This research seeks to reflect aspects of the demands that these changes cause in history school education and aims to discuss the didactic use of the meme, understood as a digital narrative that circulates in cyberspace and with a high potential to produce historical anecdotes. The objective is to present reflections that emerged from didactic experiences with the appropriation of this cultural media artifact in classes of the Grade 6 and Grade 8 of Elementary School, from a private institution in the municipality of Nova Iguaçu, state of Rio de Janeiro, aiming to promote significant historical learning. In the construction of didactic experiences, Didactics of History was the base of this research, especially with Rüsen and Cerri, in dialogue with other researchers in the field of History Teaching in Brazil, such as Caimi, Cainelli and Monteiro. The methodology of the workshop classes, from Alves, Antunes and Barca, met the perspectives intended by the research because it made possible, despite the exceptional condition of on-line-learning, the construction of spaces for exchanges and dialogues with students and the promotion of the maximization of learning through the interconnection between applied theory and practice. The results achieved served as a basis for the elaboration of an on-line Didactic Guide, a school didactic artifact, which aims to guide and motivate other elementary school teachers to experiment with memes in their classes.