A história entre zeros e uns: ensino de história e nativos digitais (2000-2018)
Data
2020-08-21
Autores
Pauli, Fabio Ferreira [UNIFESP]
Orientadores
Franzini, Fabio [UNIFESP]
Tipo
Dissertação de mestrado profissional
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Diferentes das gerações que os precederam, os nativos digitais nasceram e cresceram em um ambiente dual governado por duas esferas, uma real e uma digital. Portadores de um acesso instantâneo e quase irrestrito à informação, são atores em um processo de ensino-aprendizagem em constante conflito com estratégias pedagógicas, instituições e profissionais que não partilham e não compreendem suas características únicas. Esta pesquisa identificou as características peculiares no processo de aprendizagem do conhecimento histórico escolar nos nativos digitais, estudantes do ensino médio nascidos a partir de 2000, e estabeleceu critérios que auxiliem na elaboração de propostas e projetos pedagógicos em consonância com as novas necessidades educacionais dos alunos e alunas nativos digitais. A pesquisa se baseia no estudo de duas linhas bibliográficas distintas, sobre o ensino de história e sobre os nativos digitais, e no levantamento de dados censitários de organizações governamentais e privadas, de âmbito nacional e internacional, estabelecendo relações entre os diferentes campos de estudo e as problemáticas levantadas pela bibliografia específica sobre os estudantes na sua dinâmica escolar, visando identificar os pontos de tensão e possibilidades educacionais entre a escola e os nativos digitais.
Unlike the generations that preceded them, digital natives were born and raised in a dual environment governed by two spheres, one real and one digital. With instant and almost unrestricted access to information, they are actors in a teaching-learning process in constant conflict with pedagogical strategies, institutions and professionals who do not share and do not understand their unique characteristics. This research identified the peculiar characteristics in the learning process of the school historical knowledge in digital natives, high school students born in 2000, and established criteria to assist in the elaboration of pedagogical proposals and projects in line with the new educational needs of the students digital natives. The research is based on the study of two different bibliographic lines, on the teaching of history and on digital natives, and on the survey of census data from governmental and private organizations, of national and international scope, establishing relations between the different fields of study and the problems raised by the specific bibliography on students in their school dynamics, aiming to identify the points of tension and educational possibilities between the school and digital natives
Unlike the generations that preceded them, digital natives were born and raised in a dual environment governed by two spheres, one real and one digital. With instant and almost unrestricted access to information, they are actors in a teaching-learning process in constant conflict with pedagogical strategies, institutions and professionals who do not share and do not understand their unique characteristics. This research identified the peculiar characteristics in the learning process of the school historical knowledge in digital natives, high school students born in 2000, and established criteria to assist in the elaboration of pedagogical proposals and projects in line with the new educational needs of the students digital natives. The research is based on the study of two different bibliographic lines, on the teaching of history and on digital natives, and on the survey of census data from governmental and private organizations, of national and international scope, establishing relations between the different fields of study and the problems raised by the specific bibliography on students in their school dynamics, aiming to identify the points of tension and educational possibilities between the school and digital natives
Descrição
Citação
PAULI, Fabio Ferreira. A História entre Zeros e Uns: Ensino de História e nativos digitais (2000-2018). 2020. Dissertação (Mestrado profissional em Ensino de História) — Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2020.