THE PRODUCTION OF ANIMATED FILMS AS A TEACHING RESOURCE IN HISTORY EDUCATION: FORMATIVE EXPERIENCES WITH HIGH SCHOOL STUDENTS

Abstract

This paper presents the results of a master’s research conducted in the Graduate Program in Management and Technologies Applied to Education (GESTEC/UNEB). The study aimed to develop a didactic guide focused on the use of animated films as an auxiliary resource in the learning process, particularly in the teaching of History. The proposal is grounded in active methodologies, creative learning, and Vygotsky’s socioconstrutivist perspective, which understands knowledge as a product of mediation and social interaction. The research sought to understand how the use of animation can enhance meaningful learning, creativity, and student protagonism. A qualitative, descriptive, and exploratory approach was adopted, structured according to Contextualized Instructional Design and Participatory Research. The study was carried out in a public school in Bahia, involving teachers and high school students, and resulted in the creation and application of a didactic guide aimed at integrating audiovisual practices into pedagogical activities, especially in the History subject. The results indicate that the production of animations by students fostered a critical understanding of historical content, collaboration, and engagement in learning activities. It is concluded that animated films constitute a significant resource for the development of creative and interdisciplinary learning, promoting an innovative and humanizing education.