Avaliação de sequência didática para o ensino de história a partir do desenvolvimento de materiais autorais digitais educacionais

Abstract

Learning concepts and facts related to the Brazilian Independence process is part of the Brazilian school curriculum in History teaching. However, some challenges may arise, such as a passive attitude during content learning; difficulty in constructing and expressing opinions or raising hypotheses that provide greater appropriation of the topic; and the “epistemological void,” characterized by the lack of argumentation that demonstrates mastery of basic skills in interpreting, understanding, and producing explanations about historical knowledge. This research justifies its existence by the need to promote curiosity, interest, and autonomy of students in reference to studies on the content of Brazilian Independence. The main objective is to evaluate how the application of a Didactic Sequence (DS) proposal based on the theoretical assumptions of Constructionism and Technoteaching for the development of Educational Digital Authorial Materials (MADEs) using Twine software for the development of gamebooks by 8th grade students has a fundamental influence on the process of learning concepts and facts relevant to the Brazilian Independence process. Regarding methodological aspects, it presents a qualitative, exploratory and intervention approach based on the theoretical assumptions of Design-Based Research (DBR). It is developed with a class of 37 students enrolled in the morning shift and whose ages vary between 13 and 14 years old, of mixed gender. It is subdivided into six stages: focus, understand, conceive, apply, evaluate and redesign. The design of the SD is linked to the first three stages; data collection to the fourth stage and data analysis to the fifth stage of the DBR. Data analysis is based on the analysis of the quality of the SD, the description of the students' profile and the analysis of learning outcomes using Descriptive Statistics and an adaptation of Discursive Textual Analysis. Considering the results of the Quality Analysis of the SD, classified as “excellent” within the evaluated criteria, no need for structural changes was found, although suggestions for redesign were listed. Based on the results obtained, it can be inferred that the application of the SD positively influenced the learning of concepts and facts pertinent to the Independence of Brazil. The results of this research will be presented to the Municipal Department of Education of Fortaleza with publication in journals and events in Educational Technologies.