Abstract:
This work refers to research linked to the Line of Education, Institutions and Educational Policies. It aims to analyze the use of Digital Technologies of Information and Communication (TDIC) aimed at the pedagogical practice of the History teacher and its educational purposes. This is a study based on a bibliographic survey and observation of the virtual classroom, which took place in a public-school unit, located in the Central Sector of the Municipality of Aparecida de Goiânia – Goiás. final grades of elementary school, aims to trace an analysis of TDIC interventions in curriculum restructuring during the pandemic. We sought to understand the strategies established for the use of digital technologies in history classes through methodological procedures of qualitative research, associated with observation, logbook, opinion questionnaire and intention research. The most expressive results of the research showed that the teacher's countless attempts have effective and affective expressiveness to include the student in the virtual environment, but it is visible that a group of students does not have access to the same information, as they do not have internet at home and even technological equipment to carry out the proposed activities. There is still a conservative practice of education in the initial and continuing education of historians, in which most teachers recognize the importance of using digital technologies, in contrast to the model implemented in the context of research. From these findings, we make some considerations about public policies, the use of technologies in the international, national and state context; we made recommendations that can be useful in the inclusion of digital technologies in history classes, bearing in mind the context of the Covid-19 pandemic and that access to technologies is no guarantee of reducing social inequalities in our country.
