THE CONSTRUCTION OF HISTORICAL KNOWLEDGE BY THE HIGH SCHOOL STUDENTS

The article focuses on literacy practice in the construction of historical knowledge by high school students, considering methodological alternatives for historical learning mediated by the teacher and digital technologies. The objective is to analyze how high school students from a state public school in the city of Curitiba, develop the learning of historical knowledge. The teaching and learning process is epistemologically based on Rusen's conception of the construction of historical knowledge (1993, 2001, 2006, 2009, 2010, 2011, 2015). The research methodology is a qualitative approach in which the data were recorded through the research notes. The analyzes contain elements that historical knowledge is elaborated by students in a collaborative and cooperative way, mediated by the context of life, by the teacher's interventions and facilitated by digital technologies. Students understand that the insertion of digital technological resources helps in literacy and in the construction of historical knowledge.