Redes digitais e ensino de História: produção, recepção e aprendizagem por meio da internet na perspectiva da História Pública entre alunos da geração Z e Alpha

• Autor(a) principal: Santos, Roberto Eduardo Carneiro dos
• Data de Publicação: 2022
• 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/1/19619
• topic: Ensino de História; YouTube; História Pública; Gerações Z e Alpha; Teaching of History; YouTube; Public History; Alpha and Z generations.; CIENCIAS HUMANAS::HISTORIA

This dissertation aims, as a main goal, to discuss the possibilities of using YouTubers History channels in classrooms, in particular, as a pedagogical tool and in the construction and development of a historical consciousness. Regarding historical consciousness, we will discuss the possibilities of its relation/constitution by using Public History, furthermore, concerning the use of digital media, as a methodological approach to make the discipline of History well received by the students at high school’s public system. Therefore, it is necessary to select and review some history’s public channels. In this way, we will also discuss the relation between straight channels, which concern a compromise with the academic historiographical developments; and others, created by people with ideological and political bias which foster revisionists’ narratives, usually based on fake news from the digital media, sponsored by denialists in a post-truth era. Ultimately, it is intended to emphasize the history teacher’s role as a curator, in regard to the relevant assignment of filtrate or even stop certain biased narratives before it is assimilated by school students. To accomplish so, in the first chapter, we will discuss Public History, the Digital Public History and the concept of Z and Alpha generation, as well as about the concepts of digital natives and immigrants. In the second chapter, we will show an overview about the teaching of history in YouTube channels. Finally, in the third and last chapter, we aim to discuss the denialists’ channels, the student’s difficulties of access to the internet and present the classroom survey results