@historiando: juventudes e autonomia discente no ensino de História

Abstract

This study aimed to foster student autonomy and promote meaningful learning in History teaching by using Instagram as a didactic tool. History teaching, its curricula, and the school system itself tend to make youth invisible, perpetuating a historical domination of adults over children and young people, naturalizing this hierarchy and limiting both the development of youth identity and the construction of meaningful learning in the subject. To address this issue, the research adopted a methodology that combined a bibliographic review on youth studies, History teaching, Present-Time History, and Public History, along with field research conducted with technical high school students from the Instituto Estadual de Educação, Ciência e Tecnologia do Maranhão (IEMA) in the city of Tutóia. The investigation was carried out through action research within the elective course @historiando.iema, which involved researching, producing, and disseminating videos with historical content on the social media platform Instagram. The educational product developed was the elective course itself and, consequently, a Guidance Guide with a digital drive to assist teachers interested in this line of research and work. The results indicate that the experience contributed to promoting student autonomy, demonstrating the potential of practical activities and digital media use in constructing more engaged and meaningful learning experiences in History teaching.