DIGITAL TECHNOLOGIES AS A TOOL FOR TEACHING AFRO-BRAZILIAN HISTORY AND CULTURE

Abstract

This article analyzes the use of digital technologies as pedagogical tools for teaching Afro-Brazilian history and culture, as established by Law No. 10.639/03. The research arises from the need to promote educational practices that value cultural diversity, combat structural racism, and strengthen the recognition of Black identity in the school environment. The justification lies in the lack of innovative methodologies that favor student engagement and promote meaningful learning about Afro-Brazilian themes. The main objective was to investigate how digital technologies can enhance the teaching of Afro-Brazilian history and culture, contributing to the construction of an anti-racist and inclusive education. The methodology adopted was based on a literature review, with a qualitative approach and exploratory-descriptive character. Thirteen studies published between 2013 and 2025, selected from the Google Scholar and SciELO databases, in Portuguese and English, were analyzed. Thematic data analysis allowed for the grouping of content into categories such as pedagogical innovation, identity valorization, digital inclusion, and anti-racist practices in the educational context. The results show that the use of digital technologies favors the construction of critical, participatory, and culturally significant knowledge. Furthermore, these tools broaden access to historical narratives that value Black protagonism and strengthen the commitment of institutions to anti-discriminatory education. It is concluded that digital technologies have great potential to mediate learning about Afro-Brazilian history and culture, provided they are integrated with the principles of Law No. 10.639/03 and combined with teacher training and an ethical commitment to diversity.