HISTORY TEACHING AND WOMEN'S HISTORY (1930–1945): A PROPOSAL FOR HISTORICAL-DIGITAL LITERACY WITH THIRD-YEAR HIGH SCHOOL STUDENTS

Abstract

This article presents a reflection on History teaching through the integration of historical-digital literacy and Women’s History, based on a didactic experience developed with high school students from a public school in Espírito Santo, Brazil. Grounded in the principles of the New Cultural History and Freirean critical pedagogy, the study used the Jornal das Moças newspaper (1930–1945) as the main source for the production of educational podcasts. The proposal aimed to promote meaningful and critical learning by encouraging the analysis of gender representations and student protagonism through the use of digital technologies. The results show that the podcast, in addition to fostering students’ autonomy and authorship, contributes to the dialogue between past and present, revealing the transformative potential of digital media in History teaching.

DOI: https://doi.org/10.56238/sevened2025.038-054