A realidade aumentada e o ensino de história: diretrizes para uma prática no contexto escolar

Abstract

Technologies have contributed to the teaching-learning processes, but the demand for theoretical content arises from the curriculum, in view of this, the abstraction of knowledge on the part of students tends to have its weaknesses. Technological means have the potential to favor the development of new pedagogical practices, which aim to provide the student with immersive teaching which favors the absorption of the exposed content. In this gap, Augmented Reality emerges as a product of constant technological evolution, becoming a technological means capable of stimulating the teaching and learning process through its characteristics, new possibilities of content representation, offering the teacher exorbitant possibilities by encouraging the student by means of immersive teaching, interaction and involvement in learning. Because it is a relatively new technology, there is a fragility of studies that address this technology in the educational context, especially in helping the teacher to effectively apply this technological tool in Education. This work, through a qualitative scientific nature and through an explanatory research, promotes the elaboration of guidelines for the application of Augmented Reality in the teaching of historical facts of curricular contents of the discipline of History, therefore, to promote the use of the guidelines, if its use in teaching historical facts related to the participation of the Brazilian Expeditionary Force in World War II.