This study aims to understand the genesis of disinformation and denialism, and the growth of this phenomenon since the advent of the information age and the expansion of networks, as well as its impacts on History Teaching, discussing possibilities of Teaching History through cartoons, with emphasis on those of Belmonte. The problem is pertinent because, in this age of information and networks, the imagery element is predominant in the communication process. However, in teaching, images still tend to be used as illustrations or reinforcement, not as historical sources or guiding elements for learning. Thus, we seek to understand the phenomenon of disinformation and denialism, the way students read and analyze images, especially cartoons, and think about how we can propose attractive and current teaching through them. Using Isabel Barca s workshop-class methodology, we sought to construct didactic sequences on themes related to the Second World War in line with the BNCC program for the 9th grade of elementary school as a product of this research. At the end of the research, it was considered that, in a connected and visually attractive world, education must also seek to be visual and media education must be transversal in this process, as it allows students to acquire fundamental skills and competencies to develop their critical sense and not serve as replicators of misinformation and propagators of denialism, as they are protagonists of their learning and not mere receivers of information and knowledge, but, above all, subjects of the process.