Educação 3.0: a apropriação das novas tecnologias no ensino de Geografia

Abstract

The considerations of this work present reflections on the current challenges of school in regard to being inserted in “Education 3.0”. In the present context, it appears that students were born in the digital age, but need to develop various skills to live in it, such as: researching, filtering information, reflecting, working in groups, having autonomy, using applications that facilitate studying, among others. The teachers' challenge transcends the idea of just using new technologies, incorporating the concept of inserting them in an educational model that sees them as a structuring part of the teaching and learning process, and not as a simple tool. In this perspective, several pedagogical proposals were developed as Didactic Sequences (DS') that enable the increment of the teaching and learning process, mainly, in regard to the greater participation and engagement of students in classes. Although the precarious infrastructure for access to new technologies, the DS' is based on the premise that the main challenge is the cultural one, as it requires that the teacher becomes a mediator, and that the students are subjects of their own knowledge. Thus, this course aims not only at reflection and qualification, but also at disseminating of pedagogical practices that followed this path. In this way, Didactic Sequences' proposals developed here used the active methodologies and aim to present possible paths for this appropriation with a flexible script, so that the teacher can adapt it according to her school community specifics. The results show that students developed better from this approach, as they showed greater interest, participation and school performance.