GEOINFORMATION AND AI IN TEACHING HISTORY AND GEOGRAPHY: INTEGRATION OF BIG DATA AND DATA VISUALIZATION FOR THE CONSTRUCTION OF SPATIAL AND TEMPORAL COMPETENCIES

This research addresses the use of emerging technologies, such as Big Data, Artificial Intelligence (AI) and Geoinformation , in the teaching of History and Geography, focusing on the contributions of these tools to the personalization of learning. The contextualization takes place in the contemporary education scenario, where digital technologies are transforming pedagogical practices. The central problem lies in the challenges faced by educators to integrate these technologies effectively, considering teacher training, infrastructure and resistance to the new. The main objective of the research is to analyze how these technologies can be applied to the teaching of History and Geography, identifying the benefits and difficulties encountered in this process. The research adopted the neoperspectivist paradigm giftedean , with the theories of personalized learning, inclusive education and the use of educational technologies as a basis. The hypothetical-deductive method was used to test the hypotheses that the integration of these technologies improves learning and that continuous teacher training is essential for effective implementation . A Narrative Bibliographic and Documentary Review was conducted, consulting databases such as Scopus , Google Scholar and ERIC, with analysis of 50 selected works. The main findings indicate that, when well implemented , these technologies make teaching more interactive and effective, although the lack of adequate training for teachers is a significant obstacle. Gaps include the scarcity of longitudinal studies and the limitation of research to specific schools. The theoretical and methodological contributions are significant, adding value to digital education and the development of student skills.