A História em disputa, para além da sala de aula: Thinktanks, YouTube e a disputa pela história e educação no Brasil contemporâneo entre 2014 a 2024

Abstract

This study aims to analyze the dispute over History and Education in the contemporary Brazilian context, focusing on the period from 2014 to 2024. The research is based on the understanding that education and history are fields permeated by ideological, political, and economic disputes and examines the productions of think tanks such as Brasil Paralelo and Movimento Brasil Livre. These groups, through digital platforms, disseminate denialist discourses, historical distortions, and neoliberal narratives that directly affect the development of critical thinking and historical understanding of students and society. The methodology employed includes a qualitative approach, along with documentary and bibliographic analysis, as well as the development of a didactic product named Guidebook: Critical Thinking in the Classroom. This material aims to equip teachers to identify and counteract fallacious discourses, while fostering historical-digital literacy and gamification as pedagogical strategies. The results highlight the transformative role of education in shaping critical and conscious citizens, even amidst challenges posed by misinformation and the commodification of education. This study seeks to contribute to academic reflection, teacher training, and the development of pedagogical practices that promote pluralistic and democratic education.