A utilização de histórias em quadrinhos para um ensino mais significativo em história

Abstract

The impulse for the realization of this article stems from my supervised internship experience in a state school in Rio Grande do Norte, where I observed increased student engagement through the use of comic books in history education. Considering contemporary challenges, such as the COVID-19 pandemic, I reflect on the potential of comics to make teaching more meaningful. This work explores various didactic uses of comics, supported by a literature review including authors like Waldomiro Vergueiro (2015) and Túlio Vilela (2012-2015). I contextualize the integration of new educational tools, drawing on the works of Circe Bittencourt (2009) and Selva Guimarães Fonseca (1993), who discuss the relationships between history teaching, curriculum proposals, and other didactic tools. Inspired by Freire's (2002) concept of education as the practice of freedom, Jörn Rüsen's (2011) approach to history didactics, and Seffner's (2018) criteria for meaningful learning, I aim to guide the use of comics for a more significant teaching and learning process. I provide insights into using comics as historical sources in the teaching-learning process and recommend encouraging students to participate in comic creation workshops, always focusing on practical guidance for life.