This work aims to analyze and discuss the productions of the Virtual Laboratory of History
Teaching of the Federal University of Pará (LVEH), a project coordinated by Prof. Dr. Wesley
Kettle, which I have been part of since 2018 and which aims to occupy the internet through
social networks such as YouTube, Facebook and Google Classroom, seeking to think history,
in terms of scientific dissemination and knowledge production, within spaces that are
understood as "places of entertainment", as pointed out by Faye Sayer (2015). Starting from
this, it was possible to carry out works of relevance for the discussion of history teaching and
public history, the LVEH promoted within the Facebook platform an online symposium with
the intention of bringing elementary school teachers closer to the discussions of the academy.
During 2018, 2 online symposia were promoted which discussed articles, among them, one on
Youth and Adult Education and another on Deaf Education and Culture. Simultaneously, videos
were also posted on the Lab's channel about the academic production of UFPA professionals,
specifically from the Ananindeua campus, where it was possible to discuss the researchers'
work and hear from them about their research. Throughout 2018, LVEH was able to discuss
and expand UFPA's products, to the same extent that it re-approached the university with those
professionals it had trained, also highlighting the offering of our first online course
"Archaeology in History Teaching" with an important part of this process in 2018. In 2019, we
had the production of a video with Professor Siméia Lopes who spoke about "Economic History
in the Amazon of the 18th and 19th century" and we started the creation of a virtual repository,
where we insert e-books sent by their authors so that we can disseminate them and that can be
found on our website (lveh.ufpa.br). In addition, this work also brings the analysis of another
path to be followed by historians from the format of video-essays and video-history, which
consist of short videos that are linked not only to the academic language but can also connect
to elements of culture in general, presenting themselves as a facilitating element for the
understanding of history, always taking into consideration the changes, transformations,
constructions and disputes caused by new spaces of dissemination and formation of historical
narratives and that today are increasingly present in digital spaces. The use of social networks
in education is an important task and the experience with the Virtual Laboratory for History
Teaching exposes that this possibility can be realized.
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