Cultura Digital, História Pública e Produção Audiovisual: orientações didáticas para o ensino de história

Abstract

The advancement of digital technologies and the popularization of YouTube as a platform for sharing historical content have significantly impacted the teaching of history. This dissertation investigates the relationship between digital culture, public history, and history education, focusing on audiovisual production as a methodological strategy. The study analyzes how students interact with historical content in digital environments and how video production can be incorporated into pedagogical practices to promote active and critical learning. Adopting a qualitative approach based on bibliographic review and teaching experience, the research examines the use of YouTube as a teaching tool, highlighting its potentialities and challenges, as well as discussing teaching methodologies that foster student protagonism in video production. The dissertation also engages with the fields of digital history and public history, reflecting on the role of historians and educators in mediating historical content in digital contexts. The results indicate that the use of audiovisual resources in history teaching encourages critical thinking, creativity, and the analysis of historical sources by students. However, challenges such as content curation, lack of pedagogical regulation, and the need for historical-digital literacy are identified as barriers to the effective incorporation of these technologies in the classroom. Thus, teacher mediation is essential so that the use of audiovisual media contributes to meaningful historical learning, avoiding the uncritical reproduction of narratives andfostering students’ active engagement in the construction of historical knowledge.