Teaching History and digital technologies

navigating a sea of links or drowning in cyberspace?

Abstract

This article aims to reflect on the digital content that has been gaining ground in the explanatory texts of textbooks for History teachers in Brazilian elementary schools. In this sense, we tried to investigate what were the existing relationships between the use of New Information and Communication Technologies and the teaching-learning process. We identified in the studied teacher's manuals that the technological resources indicated for didactic use are composed, in their majority, by suggestions of audiovisual productions, infographics and animations. Thus, they are interpretive instruments of a trend in contemporary education that seeks in digital tools ways to solve problems in education systems. The theoretical contributions for the development of this article are based on: W. Benjamin, K. Muricy, C. Bittencourt, J. Braga, J. M. Gagnebin, P. Lévy, J. M. Moran, R. Robin.