TDIC’s no ensino de História: fundamentos legais, desafios epistemológicos e a construção de identidades fluviais em Abaetetuba

Abstract

This text addresses the use of Digital Information and Communication Technologies (DICT) in history teaching, highlighting their legal foundations, epistemological challenges, and pedagogical perspectives. It begins by presenting the legal provisions that guide the integration of DICT into education, emphasizing the need for clear guidelines. Furthermore, it discusses historical awareness in high school, analyzing the interaction between digital natives and immigrants and how technologies affect students' historical perception and teaching methodologies. It then examines dissertations from the PROFHISTÓRIA program, highlighting how DICTs are used as pedagogical tools and the results obtained in educational practices. The second chapter focuses on the tensions between tradition and pedagogical innovation, with a case study of a peripheral school in Abaetetuba. Here, it analyzes how historical memory is treated in the educational context and discusses the use of cell phones, addressing pedagogical resistance and the potential these technologies offer, especially in contexts of structural limitations. Methodologies that critically integrate technologies into teaching sequences are presented, aiming to improve public education in challenging environments. The chapter concludes with a reflection on active methodologies and the culture of images, proposing didactic transposition as a way to engage students in history teaching. Finally, we focus our reflection on river identity and temporal dialogues in Abaetetuba, exploring socioeconomic transformations and the construction of cultural identity in the riverine Amazon. We analyze the reception of Antiquity and how the uses of the past contribute to an integrated history, fostering dialogues between different historical periods. We conclude by discussing the importance of including local Amazonian history in teaching, highlighting it as a tool for identity construction and challenging the predominant Eurocentrism in historical narratives. In summary, we briefly highlight the interconnection between digital technologies, pedagogical practices, and the construction of cultural identity in history teaching, highlighting the relevance of a critical and integrated approach.