BETWEEN KNOWLEDGE AND TECHNOLOGY: THE CONSTRUCTION OF AN INTEGRATIVE CURRICULUM IN HISTORY EDUCATION

Abstract

This article aims to analyze the importance of an integrative and flexible curriculum in the face of Digital Information and Communication Technologies (DICT) in History teaching, highlighting the contributions of active methodologies to the development of critical subjects and protagonists of the learning process. The research, qualitative and bibliographic in nature, is based on authors such as Sandre (2018), Souza (2020), Oliveira (2011), Araújo and Maciel (2015), Soares (2024), Silva, David, and Mantovani (2016), among others, whose reflections address the relationship between pedagogical practices, digital culture, and curricular innovation. The analysis of the theoretical frameworks highlighted that the incorporation of DICT in education is not limited to the use of technological tools, but requires a paradigmatic shift that involves the role of the teacher, pedagogical mediation, and curricular structure. It was found that active methodologies, when combined with ICT, enhance student empowerment, foster interdisciplinarity, and promote more meaningful and contextualized learning. It was also observed that teacher training and pedagogical autonomy are decisive factors for the effective implementation of a dynamic and critical curriculum, aligned with the contemporary demands of digital education. It is concluded that the integration of curriculum, ICT, and active methodologies constitutes a promising path for strengthening History teaching and consolidating an emancipatory, reflective, and socially relevant pedagogical practice.