Sala de aula invertida e o ensino de história: um diálogo à luz da História Pública

• Autor(a) principal: Medeiros, Leandro Casali de Oliveira
• Data de Publicação: 2021
• 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/1/20094
• topic: Sala de aula invertida; Ensino de História; História pública; Tecnologias digitais; Flipped classroom; History teaching; Public history; Digital technologies; CIENCIAS HUMANAS::HISTORIA

This research mainly aims at promoting a reflection on the flipped classroom method and the learning of history in order to analyze its contributions to the construction of a powerful investigative path for the teaching of school history. For this, the reflections and debates promoted by Public History were critically used, thus establishing connections with the flipped classroom. As this dissertation is part of a professional master's degree, a didactic cultural artifact was developed based on practical experience with this active methodology. This process took place at a private school located in the city of Rio de Janeiro with students in the 2nd year of high school, targeting upper-middle class students. With the Vargas Era as a historical theme, different activities were carried out inside and outside the school space, which were recorded and detailed throughout this dissertation. The experience itself with the performance of the students was analyzed from the construction of their narratives produced amidst the authorial activities elaborated, in which different historical sources were used. All this made possible by the use of digital technologies. Therefore, the research showed that the critical use of these tools, combined with the role of the professor-historian as a mediator of learning, through the flipped classroom, can stimulate greater student participation, as well as broaden their interest and understanding of the History as a science. As a result, students are encouraged to develop their narrative skills in order to add complexity to historical knowledge through critical thinking thus promoting a deepening of their historical ideas.