Aplicando a ciberaprendizagem no ensino de História por meio do Acervo Digital da Guerrilha do Araguaia

Abstract

The construction of the <Araguaia Guerrilla Digital Archive= website stands out as a very important initiative for problematizing the teaching of a traumatic historical event, yet often neglected in contemporary educational and media spheres: the Araguaia Guerrilla. Between 1972 and 1974, militants from PCdoB and military personnel from the armed forces staged a bloody conflict with tragic ends not only for themselves but also for rural workers living in the conflict zone; an agrarian region that interconnects the states of Maranhão, Pará, and Tocantins. This material aims to meet the pedagogical demands of 9th-grade students, as well as teachers and researchers interested in the topic. Through the digitalization and provision of related resources, the project seeks to establish a connection between the traditional approach to history teaching and the current demands for digital tools. By grounding itself in guidelines such as the National Common Curricular Base and the Maranhense Territory Curriculum Document, and in Digital Education Policies, as well as using sources like the newspaper "A Classe Operária" and the "Orvil" Project as fundamental research objects, this dissertation proposes a pragmatic and objective work that encompasses both the craft of historiographical making and the pedagogical and civic practice in the contemporary context. The focus is not only on the provision of documents but also on the critical analysis of the discourses and languages used to interpret the events of the Araguaia Guerrilla. This research, aligned with the principles of Historical-Critical Pedagogy and Cyberlearning, argues that the Digital Archive not only enhances the pedagogical experience but also boosts academic production, creating a dynamic digital environment that favors the continuous update and deepening of historical knowledge. In this sense, the integration of the Digital Archive into the academic environment can become a central point for the dynamization of classes in basic education, future conferences, publications, and the formation of research groups dedicated to the study of the Araguaia Guerrilla, promoting a virtuous cycle of innovation and historiographical investigation with the pedagogical practice of History Teaching.