Visual education on the Holocaust:
awareness and ethics in the use of historical images
DOI:
https://doi.org/10.12957/revmar.2024.84763Keywords:
Education, Images, Artificial Intelligence, HolocaustAbstract
For a long time, research in Holocaust education focused on the transmission of historical facts and the preservation of collective memory. However, there is a significant gap concerning the ethical and contextualized use of images, especially those generated by artificial intelligence, in teaching this sensitive topic. To explore this issue, this article analyzes the importance of contextualization and the ethical use of images in Holocaust education, emphasizing the responsibility of educators to select visual materials that respect the dignity of the victims and promote a critical understanding of historical events. Based on the guidelines of the Brazilian Association for History Education and the principles of the International Holocaust Remembrance Alliance (IHRA), the study conducts a qualitative analysis of pedagogical practices in scientific articles focusing on the integration of images into the curriculum and identifying gaps in the National Common Curricular Base (BNCC) related to the Holocaust. The results indicated that while technology can enhance education, the lack of contextualization and critical reflection in the use of images may compromise the integrity of the educational process. As its main contribution, the article highlights the need for an ethical and careful approach to the use of images in Holocaust education and suggests the inclusion of explicit references to the subject in the BNCC, aiming to strengthen students' critical and empathetic formation.
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