Ensino de História na Educação Escolar Indígena: o uso do aplicativo Kahoot nas aulas de História na Escola Municipal Indígena Kokokangroti

Abstract

This dissertation analyzes the use of the Kahoot application as a pedagogical tool in History teaching at the Kokokangroti Indigenous Municipal School, located in the Potikrô village, Trincheira Bacajá Indigenous Land, in the municipality of Altamira, Pará. The research is situated within the field of Indigenous school education, understood as a space marked by historical, political, epistemological, and pedagogical disputes, which requires recognizing the autonomy of Indigenous peoples, their knowledge, languages, memories, and territorialities. The general objective is to critically analyze the potentialities and limitations of using Kahoot in History classes, considering its articulation with intercultural pedagogical practices and with the principles of Indigenous school education. Methodologically, this is a participatory research and a case study design, based on participant observation, field diary records, interviews, conversation circles, and document analysis. The results indicate that the use of Kahoot can contribute to more dynamic classes, increased student engagement, and content review, especially when articulated with students’ prior knowledge and the sociocultural reality of the Xikrin community. However, structural, technical, and pedagogical limitations were also identified, such as difficulties in accessing technology, the risk of superficializing historical knowledge, and the possibility of reproducing decontextualized narratives when the tool is used without critical mediation. It is concluded that the pedagogical value of Kahoot does not lie in the technology itself, but in the way it is appropriated within the context of Indigenous school education. The study argues that History teaching should be grounded in collective memory, orality, and the knowledge of the Xikrin people, in order to strengthen cultural autonomy and students’ historical consciousness, with technology serving as a complementary mediation subordinated to the principles of interculturality, specificity, and community control.