Banca de DEFESA: ALVANIR IVANEIDE ALVES DA SILVA

VIRTUAL MUSEUMS AS AN ACTIVE LEARNING METHOD FOR TEACHING HISTORY IN THE FINAL YEARS OF ELEMENTARY SCHOOL: THE CASE OF PAÇO DO FREVO

Keywords: History Teaching. Virtual Museums. Digital Tecnologies.

ABSTRACT

The following ongoing research, linked to the Teaching of History and Regional Culture line, has the general objective of analyzing the contributions that visits to Virtual Museums can trigger in the teaching-learning process in history, in the final years of elementary school, considering the platforms digital formats with interdisciplinarity as its orientation, as a theoretical-methodological dimension for the teaching of History. In this sense, as a methodological procedure, a historiographical review was initially carried out guided by books and articles that discuss the relationship between History Teaching, Digital Technologies in the classroom, Virtual Museums, Heritage Education and the Interdisciplinarity of formal and non-formal teaching. After this first process, we carried out the practical moment of research, which took place from data collection, in order to enable a better understanding, occurred in two stages, the first of which, with the investigation that took place in the non-formal teaching space, which is the Paço do Frevo museum, through a semi-structured interview with the educational sector and, later, analysis of recordings of Abre-salas. In the second moment, we visited a reference elementary school, where a semi-structured interview was carried out with History teachers and the applicability of a workshop class to students, in order to test the conceptions provoked by the use of a virtual museum linked to in History classes. With the analysis of the theoretical foundation and the ordering of the information from the collected data, it will be possible to make it clearer and more understandable in how the use of virtual museums in History classes promotes ways of learning this curricular component, at the same time that it will help us to think about and problematize the relationship between teaching-museum spaces and learning in History.