Student Protagonism: the Use of Webquest as a Methodological Strategy in Teaching History

  • Luiz Carlos Ferraz Manini


The teaching of history is strongly marked by the concern of building, beyond the factual knowledge, a critical conscience in the students. Alongside this, we live in a reality marked by the intense information flow, available through the new information technologies, particularly the internet. In this way, the following problem arises: how to combine this great amount of information with the construction of a critical conscience, based on reliable information? The present case study searches through the use of WebQuests, a strategy that favors the teaching-learning relationship, to support the development of reflection and criticism of both the teacher and the student. Since it allows the teacher to select the resources available in the world-wide web, being able to make possible the contact with instructional materials to the research group involved in this case, students of the second grade of the High School. I selected those that will in fact contribute to the construction of a trustworthy knowledge that stimulates the critical sense when comparing diverse sources and materials, in the midst of an active learning process. According to this teaching-learning perspective, teachers are no longer the main knowledge depository and become methodological consultants and mediators of knowledge. The research is defined as a descriptive and analytical qualitative study, based on a private school in the city of Londrina (Brazil). As a result, it will be verified if the students, after the use of WebQuests, understand the importance of conducting research in so-called trusted places, in addition to perceiving the contributions of the WebQuest in the classroom, validating it.
Oct 6, 2017
How to Cite
MANINI, Luiz Carlos Ferraz. Student Protagonism: the Use of Webquest as a Methodological Strategy in Teaching History. European Journal of Multidisciplinary Studies, [S.l.], v. 2, n. 7, p. 198-207, oct. 2017. ISSN 2414-8385. Available at: <>. Date accessed: 04 july 2020. doi: