O Ensino de História na Educação Profissional e Tecnológica: Contribuições de uma Sequência Didática Interativa com Recursos na Web 2.0 para a Formação da Consciência Histórica

Abstract

Defending an education not restricted to the preparation for the labor market and professionalization, but articulated with a general education that guarantees everyone equal access to cultural, scientific and technological knowledge, this work is part of the research line “Educational Practices in Education Professional and Technological (EPT), from ProfEPT, presents and discusses the results of a research that aimed to investigate the contributions of History teaching to an omnilateral or polytechnic formation - understood as an articulation between theory and practice (technical knowledge) - in the context of Integrated High School. For this, we have established as specific objectives: 1) Know and analyze the students conceptions about the role of History in the Professional Education of Medium Level; 2) Identify assumptions and elements of history teaching that, once integrated with other disciplines, contributing to polytechnic formation; and 3) Understand the elements of an interactive didactic sequence articulated to the class-workshop, using Web 2.0 resources, which allows the integration of the contents of the story to the specific technical disciplines and contributing to the profile of the student. Have a qualitative approach of a descriptive- explanatory nature and having an Action Research as a method, elaborated, we apply and analyzed a didactic sequence the “Era Vargas” theme, using Web 2.0 as a tool for the development of a Educational Product, applied with a class of 26 students from the 3rd year of High School Integrated to the course Computer Technician, at a school in the state network of Campo Grande-MS. Activities were, available and answered by the students on Facebook®, with attention to a differentiated, polytechnic, and dialogical education. The data were collected interviews, questionnaires and observation. The one hand, the results pointed to the predominance of traditional classes, taunting the disinterested by the students for the study of History and hindering the progress of historical thought. The other hand, the pedagogical use of the potentialities of Web 2.0 was promise, favoring the protagonism in history classes, that which generated greater interest in the students and contributed to replacement a historical conscience of the traditional type for the genetic type, fundamental for an integral quality education. In short, the results conclude that, in context of Professional and Technological Education, aiming a polytechnic and onilateral formation, the role of History is of paramount importance for the formation of the mentality of young people, incorporating in them of with historical awareness, as a tool to understand the reality of the critical form, in the fight against the homogenization of thought and the dehumanization imposed in the name of profit and of reproduction of the capitalist system.