O CURSO DE MAPAS MENTAIS NA FORMAÇÃO DOCENTE INICIAL EM HISTÓRIA - LICENCIATURA: O USO DE TECNOLOGIAS DIGITAIS ON-LINE COMO PRÁTICA DE ENSINO DIFERENCIADA NA UNICENTRO/PR

Abstract

The use of digital and online technologies by students is transforming society in many ways, affecting processes of interaction as well as processes of communication, influencing in the possibility of construction of knowledge. Consequently, this sample group exhibits the need to overcome the paradigms that exist in traditional education by means of new teaching practices that take these changes into account and place importance on critical teaching and high-quality education. For this reason, it is necessary to train teachers, in their initial training courses, to link theory to practice by having a diverse selection of educational tools, such as technologies that help them overcome the challenges posed those paradigms. As such, we find that the field of History, whose findings and body of knowledge are related to the development of individuals in society, in different eras and contexts, requires tools that contribute to the practice of constructing knowledge, whereby on-line mind maps are one of the options available to teachers and students. In view of this, this Master’s thesis has as question, How online mind map software can help and contribute to overcome traditional teaching and the process of teaching and learning, through initial teacher education, having as main audience the students of the degree course in History?. Consequently, the goal of this research project is to analyze the contributions of mind map software to history teacher education courses. We have undertaken methodologically research about mind maps, technologies, students and teacher education, followed by field research with junior undergraduates in the History teacher education course at Universidade Estadual do Centro-Oeste – UNICENTRO, Santa Cruz campus in Guarapuava, Paraná. As such, we have investigated the applicability of mind maps to the act of constructing knowledge and as a distinct teaching tool. This is a qualitative research project that uses various data collection tools, such as preliminary and final questionnaires, a field journal and the materials produced during the course. The main authors whose work comprises the theoretical background of this project are were: Behrens (1999), Freire (1996), Castells (1999), Kenski (2007), Morán (2015), Buzan (2009), Cervantes (1999), Hermann e Bovo (2005), Jäschke (2006), Dayrell and Carrano (2014), Sales (2014), and others. This master's Thesis research consists of 5 (five) chapters that demonstrate the importance of discussing the topic at hand. Thus, the use of mental maps provided diverse experiences and results, obtainingthe effective participation of students of 16 maps. The course has proven to be a significant knowledge-building practice through the conscious use of on-line tools and content.