O impacto da cultura digital no ensino de ciências humanas no ensino médio: desafios e possibilidades para o desenvolvimento do pensamento crítico

Abstract

The end-of-course work on the impact of digital culture on the teaching of human sciences in secondary schools, with a focus on the development of critical thinking among students. The research is based on the assumption that digital culture has profoundly transformed educational practices, especially in the humanities, which include subjects such as History, Geography, Philosophy and Sociology. These subjects are fundamental for promoting reflection on social, cultural and ethical issues, and the use of digital resources can enrich these discussions. To this end, quantitative research was carried out through questionnaires, which were applied in two public schools in the municipality of Santo Antônio das Missões, to high school teachers and students, and also bibliographic research with books and scientific articles on the subject. The study identifies various challenges faced by educators, such as resistance to adopting new technologies and the need for ongoing training to use these tools effectively. However, it also points to the possibilities that digital culture offers, such as access to a variety of information sources and the promotion of a more interactive and dynamic learning environment. The research highlights that digital technologies not only change the way knowledge is transmitted, but also challenge traditional teaching methodologies, requiring a reformulation of pedagogical practices. In addition, the work emphasizes the importance of a curriculum that integrates digital culture in a critical and reflective way, preparing students not only to consume information, but also to analyze and question it. The development of critical thinking is presented as a central objective to be pursued by educators and educational institutions, with the aim of forming more aware and participative citizens. In conclusion, digital culture represents a valuable opportunity to transform humanities teaching, provided it is accompanied by a pedagogical approach that values criticism and reflection. Schossler's research contributes to the discussion on the relevance of digital culture in contemporary education, proposing an attentive look at its implications for the educational process.