INFORMATION AND COMMUNICATION TECHNOLOGIES IN HISTORY TEACHING: PEDAGOGICAL MEDIATIONS, TEACHER TRAINING, AND CURRICULUM RECONFIGURATION IN HIGH SCHOOL EDUCATION
DOI:
https://doi.org/10.61164/46pqja83Keywords:
History Teaching; Information and Communication Technologies; Teacher Training; Pedagogical Mediation; High School Curriculum.Abstract
This study analyzes how Information and Communication Technologies (ICT) are reshaping the teaching of history in secondary education, considering their implications for pedagogical mediation, teacher training, and curriculum organization. Based on contemporary references in history teaching, digital education, and curriculum policies, the study assumes that the integration of ICT goes beyond the instrumental use of technological resources, constituting a formative, pedagogical, and epistemological process. Methodologically, a mixed approach was adopted, exploratory and applied in nature, structured as a case study in public high schools in the municipality of Floresta, Pernambuco. Eight history teachers and 105 students participated in the research, with data collection carried out through semi-structured interviews, Likert-type questionnaires, classroom observations, and focus groups. The data were analyzed using triangulation procedures, combining qualitative and quantitative analyses. The results show that, although there is recognition of the potential of ICT to promote more critical, interactive, and contextualized historical learning, structural and training challenges persist, especially related to technological infrastructure and the lack of specific continuing education. The pedagogical intervention developed, centered on training workshops and the intentional use of digital tools, revealed positive impacts on teaching practice and student engagement, promoting autonomy, collaborative learning, and the development of historical and digital skills. It is concluded that the integration of ICT in history teaching requires coordinated public policies, investment in critical teacher training, and curricular reconfiguration that recognizes technologies as pedagogical mediations that are constitutive of the teaching-learning process.
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Copyright (c) 2026 Luiz Fernando Ridolfi, Elquimar Araújo Brasil, Valdirene Aparecida de Souza, Pedro Gonçalves de Sá Júnior, Willias Farias Bastos, Núbia Novaes Menezes, Mariane Nascimento Mendes Alves, Heribelto de Souza Gomes
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