Laboratórios de informática, tecnologias digitais e Internet no ensino de História: experiências docentes na rede municipal de Uberlândia (2000-2023)

Abstract

This thesis aimed to understand the use of digital technologies, with emphasis on the internet, in the teaching practices of teachers who taught History in the final years of Elementary School, from the years 2000 to 2023, in computer laboratory spaces from the Municipal Education Network of Uberlândia/MG. In order to achieve this, the research problem revolved around the following questions: what were the practices, teaching projects, softwares, application programs, platforms, offline and online resources that History teachers used in the computer labs in the Uberlândia municipal network? How did teachers incorporate the Internet in the preparation and execution of their classes? What theoretical-methodological framework(s) for teaching History and Education and technology influenced teachers while appropriating the Internet as a didactic-pedagogical resource? In order to develop this research problem, the following objectives were defined: understand public policies for the insertion of digital technologies and digital inclusion in the school environment and historically understand the constitution of contemporary society marked by digital culture. The proposed theme was approached through qualitative methodology, taking into account the theoretical assumptions of Flick (2004) and André (1995). We decided for the paths of oral history, which includes multiple voices that are embedded in the research object, based on the methodological guidelines of some authors, including Joan del Alcàzar Garrrido (1993), Paul Thompson (1992), Verena Alberti ( 2004) and Alessandro Portelli (1997, 2002). The research showed that the instrumentalist approach in which technologies appear as a neutral object that meets human needs prevailed in the techno-digital practices of History teachers. Therefore, there is a lack of problematization of digital technologies and their implications for the 21st century society. In this sense, there is a lack of critical discussions about the role of technologies in contemporary society, as well as the implications of neoliberal capitalism in the context of the digital world. The study pointed to the urgent need for training practices for History teachers that include critical studies on the digital technological base and that promote reflections on social, political, cultural and economic impacts.