HISTORY TEACHER EDUCATION IN HIGH SCHOOL IN THE FACE OF DIGITAL TECHNOLOGIES

Abstract

This article discusses History teacher education in Brazilian high school in the face of digital technologies, connecting didactic-pedagogical foundations of the field, recent normative frameworks, and conceptual references of digital culture, with the purpose of highlighting contemporary challenges, possibilities, and professional demands for teaching in school contexts shaped by connectivity, platforms, and new forms of circulation of historical knowledge. Through a theoretical review, the text examines initial and continuing teacher education, emphasizing tensions between professional identity, teachers’ knowledge, and institutional expectations, as well as the centrality of planning and pedagogical mediation for selecting, problematizing, and interpreting sources, narratives, and temporalities. It then analyzes curricular and legal guidelines that structure high school in Brazil, stressing implications for History teaching regarding learning rights, curricular organization, and the school’s responsibilities toward students’ integral education. In the field of technologies, the article draws on notions of cyberculture and digital culture to understand how networked social practices reshape language, authorship, and participation, requiring teachers to develop competencies to design learning situations that critically integrate digital resources, without reducing historical knowledge to fast information consumption. Finally, it argues for digital teaching competencies and digital pedagogical practices that preserve the epistemological rigor of History, expand methodological repertoires, and strengthen interpretive learning, while acknowledging material constraints, access inequalities, and the importance of competency frameworks to guide professional practice.