Teaching history involves developing concepts that may be complex for some students with specific educational needs (SEN). Pedagogical practice must adopt the use of cultural instruments, such as teaching strategies and resources, aiming to compensate for difficulties. This paper aims to describe the use of an application developed in a master's degree research based on assumptions of historical-cultural theory to support students in developing the notion of time. The research consisted of a didactic-formative experiment and was carried out in a public school, with four students with SEN enrolled in the 2nd segment of elementary school as participants. The results showed that they developed narratives with different forms of language, evidencing reflections on the concepts addressed, developing historical awareness. It is concluded that the use of the application, combined with the researcher's mediation, provided possibilities for the formation of concepts, favoring the teaching-learning process.