História em tempo real: redes sociais como ferramenta na difusão da História de Curuçá-Pa

Abstract

This research investigates the pedagogical use of social media in History teaching, articulating digital culture, the appreciation of local history, and the development of historical consciousness in the context of basic education. The study was conducted at Escola Municipalizada Maria Hyluiza Pinto Ferreira, located in the municipality of Curuçá, in the state of Pará, Brazil, focusing on 9thgrade students of lower secondary education. The research is based on the observation that, although students are widely immersed in the universe of social media, they demonstrate limited knowledge about the local history of their municipality. In this context, the study aimed to analyze the potential of the Instagram platform as a didactic resource for the production and dissemination of historical narratives about Curuçá. Methodologically, a qualitative and exploratory approach was adopted, articulating historical investigation, digital content production, and dissemination through social media by means of the didactic sequence History in Real Time. The theoretical framework is grounded in authors who discuss digital culture, collective memory, and History teaching, such as Pierre Lévy, André Lemos, Raquel Recuero, Circe Bittencourt, Maurice Halbwachs, Michael Pollak, and Pierre Nora. The results indicate that, when guided by pedagogical intentionality, social media can become spaces for the production and circulation of historical knowledge, fostering the development of critical thinking, digital literacy, and a sense of belonging among students in relation to local history and culture. Furthermore, the experience demonstrated potential for expansion into continuing teacher education within the municipal school system, highlighting the possibilities of Digital History as a pedagogical strategy in History teaching.