ICT and the Teaching-learning process in history in high School: São Mateus-ES

This research consists in understanding how the use of information and communication technologies (ICT) facilitates and stimulates the teaching-learning process of the subject of History in 3rd grade high school classes in two schools in the city of São Mateus/ ES, Colégio InPacto of the private education network and EEEFM Santo Antônio of the state public education network. This is a case study, qualitative in nature, carried out through questionnaires with open questions in order to understand the functionality of the use of technologies by students and teachers in History classes. In this context, we aim to verify the applicability of the Pedagogical Political Project of the schools surveyed regarding the use of ICT; report the teachers' understanding of the teaching and learning process and observe how students dialogue with the use of ICT during history classes. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT positively help the pedagogical work. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT positively help the pedagogical work. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way.