Ensinar história na era das tecnologias digitais da informação e comunicação

Abstract

The present work discusses the influences of the Age Enlightenment on education, especially regarding the teaching of History. In this sense, education is related to technology and the impacts it causes on the teaching and learning dichotomy. Political, economic and informational contexts are taken into account when proposing pedagogical interventions that consider technology as a language and not as an instrument to make teaching more “dynamic” or “pleasant” to students. The COVID-19 pandemic and remote teaching are presented as potential and irreversible agents of the teaching computerization process. Finally, we emphasize the need for new educational paradigms that guide digital technology as disruptors of the teaching process, capable of reconfiguring the school's relationship as a space for the production of and democratization of knowledge. The philosopher Andrew Fenberg, enables tools that make it possible to conceive the school as an institution that must propose, uses and alternatives for the relationship between man and technology as an engine of its pedagogical practice.