The informational “culture of convergence” and the accelerated change in social relations with the new Digital Technologies are impacting school environments emphatically. In History Teaching, this culture presents itself as a problem as it challenges teachers and historians to adapt to an increasingly digital world, especially in their classes. How do History Didactic Manuals guide them to the full exercise of their roles and in their interface with Digital Technologies? This is the central question we seek to answer and, at the same time, to open possibilities for solving the problem. This study proposes an analysis that aligns manuals and technologies with teacher training and practice, and contributes to the process of teaching, re-search and learning in History.
