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Para uma cidadania crítica: o papel das competências histórico-digitais na educação histórica
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Num contexto marcado pela ubiquidade digital e pela superabundância de informação, este artigo apresenta o conceito “competências histórico-digitais” bem como a sua relevância no desenvolvimento do pensamento histórico dos jovens, através da mobilização de fontes digitais, da construção de narrativas históricas fundamentadas, da utilização do digital para autorregulação das aprendizagens e ainda da participação ética na esfera pública digital. Direcionado para alunos e baseado no referencial de competências digitais de Redecker (2017) e na adaptação desse referencial a nível da área da dimensão pedagógica por Moreira et al. (2024), este quadro integra quatro áreas estruturantes - Recursos Digitais para a História; Aprendizagem Histórica com o Digital; Avaliação Digital em História; e História e Cidadania Crítica Digital - e visa o desenvolvimento de uma educação histórica transformadora, capaz de responder aos desafios contemporâneos da historiografia, da educação e da cidadania digital, enquanto oportunidade epistemológica para fortalecer o pensamento histórico e a participação democrática dos jovens. Partindo da articulação entre consciência histórica, literacia histórica e pensamento histórico, defende-se que a integração crítica do digital na educação histórica é essencial para formar cidadãos capazes de interpretar, avaliar e comunicar o passado com o digital, nas duas diferentes dimensões.
In a context marked by digital ubiquity and information overload, this article presents the concept of “historical-digital skills” and their relevance in the development of young people’s historical thinking through the mobilisation of digital sources, the construction of well-founded historical narratives, the use of digital technology for self-regulation of learning, and ethical participation in the digital public sphere. Aimed at students and based on Redecker (2017) digital skills framework and its adaptation to the pedagogical dimension by Moreira et al. (2024), this framework integrates four structural areas: Digital Resources for History; Historical Learning with Digital Technology; Digital Assessment in History; and History and Critical Digital Citizenship - and aims to develop a transformative historical education capable of responding to the contemporary challenges of historiography, education and digital citizenship, as an epistemological opportunity to strengthen historical thinking and democratic participation among young people. Based on the articulation between historical awareness, historical literacy and historical thinking, it is argued that the critical integration of digital technology in historical education is essential to train citizens capable of interpreting, evaluating and communicating the past with digital technology, in two different dimensions.
In a context marked by digital ubiquity and information overload, this article presents the concept of “historical-digital skills” and their relevance in the development of young people’s historical thinking through the mobilisation of digital sources, the construction of well-founded historical narratives, the use of digital technology for self-regulation of learning, and ethical participation in the digital public sphere. Aimed at students and based on Redecker (2017) digital skills framework and its adaptation to the pedagogical dimension by Moreira et al. (2024), this framework integrates four structural areas: Digital Resources for History; Historical Learning with Digital Technology; Digital Assessment in History; and History and Critical Digital Citizenship - and aims to develop a transformative historical education capable of responding to the contemporary challenges of historiography, education and digital citizenship, as an epistemological opportunity to strengthen historical thinking and democratic participation among young people. Based on the articulation between historical awareness, historical literacy and historical thinking, it is argued that the critical integration of digital technology in historical education is essential to train citizens capable of interpreting, evaluating and communicating the past with digital technology, in two different dimensions.
Descrição
Palavras-chave
Ambientes digitais Pensamento histó-rico Pensamento crítico Aprendizagem de história Digital environments Historical thinking Critical thinking History learning
Contexto Educativo
Citação
Dias-Trindade, S. (2025). Para uma cidadania crítica: o papel das competências histórico-digitais na Educação Histórica. Video Journal of Social and Human Research, 4(1), 16-24, https://doi.org/10.18817/vjshr.v4i1.75
Editora
Universidade Aberta | Universidade Estadual do Maranhão