DIGITAL CULTURE AND DIDACTIC TRANSPOSITION IN THE HUMANITIES: EPISTEMOLOGICAL CHALLENGES AND TEACHING AUTONOMY IN HISTORY EDUCATION

Abstract

The rapid advancement of Digital Information and Communication Technologies (DICTs) and the consolidation of digital culture have reconfigured the field of Human and Applied Social Sciences in Basic Education, imposing new challenges on pedagogical practice and didactic transposition. This bibliographic research article analyzes the integration of DICTs into High School History teaching, considering the guidelines of the National Common Curricular Base (BNCC). The study problematizes views based on technological determinism and generational myths arising from the notions of digital natives and immigrants, proposing the overcoming of merely instrumental approaches. It discusses the role of the school as a space for critical thinking and media literacy, the importance of collective intelligence in cyberspace, and the urgent need to strengthen teaching autonomy facing infrastructure limits and market-driven logic. It concludes that technology consolidates as a tool for civic emancipation when articulated with students' critical, ethical, and historiographical education.