ON THE CONSTRUCTION OF HISTORICAL CONSCIOUSNESS IN BASIC EDUCATION THROUGH THE USE OF DIGITAL EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES

Abstract

This article analyzes the potential of active methodologies and digital technologies in promoting historical awareness in Basic Education. It is based on the understanding that the use of digital resources in the educational context is part of a broader historical process of pedagogical reformulation. The article emphasizes that historical awareness should be understood as a mediated cultural practice, and not just as an individual cognitive skill. From this perspective, the experience of a pedagogical project developed at the Colégio de Aplicação e Escola Técnica Affiliada da Universidade Federal do Maranhão (COLUN/UFMA) between 2022 and 2024 is presented, focused on the critical analysis of Brazil's Independence. The proposal integrated elements of the flipped classroom and cooperative learning, with emphasis on the "Aronson puzzle" technique, articulating digital and printed sources, as well as interactive dynamics using platforms such as Genially, Padlet and Quizizz. The results show significant advances in student engagement, critical appropriation of historical content and the inclusion of students with specific educational needs. It is concluded that, when contextualized and planned critically, active methodologies and ICT effectively contribute to the construction of historical literacy and the formation of historically conscious and socially committed individuals.