THE “TIME TUNNEL” SERIES AS AN EDUCATIONAL RESOURCE IN TEACHING HISTORY

Abstract

The contemporary challenges of student engagement and the need to update pedagogical practices have demanded innovative educational strategies. In a context where students are increasingly immersed in audiovisual languages, this study seeks to understand how science fiction can be employed as a tool for developing historical awareness and critical thinking. The objective of this research was to investigate the pedagogical potential of the television series The Time Tunnel in the teaching of History, analyzing its benefits, challenges, and methodological possibilities. The study is characterized as qualitative, documentary, and based on bibliographic review. Eleven episodes of the series were selected and analyzed in accordance with the guidelines of the Brazilian National Common Curricular Base (BNCC), with emphasis on relevant historical themes. Thematic analysis was used to assess aspects such as historical accuracy, cultural representation, and student engagement. The research also drew on principles of active methodologies, such as problem-based learning (PBL) and the flipped classroom, aiming to promote student protagonism. The findings indicate that The Time Tunnel holds strong potential as an interdisciplinary resource, especially in fostering dialogue between History, Culture, and Technology. The series enables immersive historical experiences, contributing to a more critical and contextualized understanding of the past. With appropriate pedagogical mediation, it can avoid historical distortions and stimulate meaningful discussions on temporality, citizenship, and narrative diversity. Therefore, the conscious and guided use of audiovisual media such as The Time Tunnel represents an effective methodological alternative to revitalize History teaching. The proposal aligns with BNCC guidelines and expands teachers’ didactic repertoire, encouraging practices that connect school knowledge to contemporary digital culture. As such, the series can be considered a valuable complementary tool in the teaching-learning process, provided it is integrated into reflective and critical pedagogical strategies.