O passado em cliques : internet e livros didáticos de história do PNLD 2015

• Autor(a) principal: Moura, Luyse Moraes
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12515
• topic: Educação; História; Internet; Livro didático; Programa Nacional do Livro Didático (PNLD); Education; History; Textbook; CIENCIAS HUMANAS::EDUCACAO

This dissertation aimed to analyze the presence of electronic sites in History textbooks approved by the National Textbook Program (PNLD), in the Public Notice 2015 . We aimed to observe not only the indication of electronic addresses, but also the link between links and content covered in the textbooks, the possible uses of the sites and the support offered to the teacher so that the use of the internet is carried out in a satisfactory way. The sources selected for analysis were the five collections of History most distributed by the PNLD 2015 Call: 1) História, sociedade & cidadania (Editora FTD); 2) História Global – Brasil e Geral (Editora Saraiva); 3) História: das cavernas ao terceiro milênio (Editora Moderna); 4) História (Editora Saraiva); 5) Oficina de História (Editoria LeYa). The methodology used in this work was based on procedures of Digital History, a method to analyze and represent the past that makes use of Information and Communication Technologies (ICTs) and digital documents. In our theoretical framework, we use the concepts of cyberculture and cyberspace by Pierre Lévy (1999); digital natives and digital immigrants, by Marc Prensky (2001, 2012). We also discussed the Digital History category as a research method through the productions of Dilton Maynard (2011, 2014, 2015), Daniel Cohen and Roy Rosenzweig (2005). In addition, we take as references the works of Margarida Dias de Oliveira and Maria Inês Stamatto (2007), and Itamar Freitas (2007) to reflect on the textbook of History and educational policies addressed to it, especially PNLD. As a result of the research, we highlight: the mapping of the main didactic approaches for the use of electronic sites in History textbooks, the organization of a database and the expansion of bibliographic production on the relations between History, Education and New Technologies. We also emphasize that this work allowed us to understand that the analyzed sites can operate as pedagogical tools that contribute to the construction of historical school knowledge. However, for this to happen, it is necessary that this digital resource be articulated to the contents addressed in the Student Book and, at the same time, that the Teacher's Manual offers guidance as to its possibilities of use in the classroom.