O documentário "Nós que aqui estamos, por vós esperamos" como contribuição para o ensino de história no ensino médio

Abstract

This paper discusses the use of film productions in the classroom and their contributions to History Teaching in public high schools in Itumbiara, Goiás State, based on the screening of the documentary "We Who Are Here, We Wait for You" (1999). Directed and written by Marcelo Masagão, the film addresses the main events of the 20th century, inspired by the work of English historian Eric Hobsbawm (1994), "Age of Extremes: The Short Twentieth Century (1914–1991)" The film's theme corresponds to the curriculum of the third grade of high school and can also be used in the ninth grade of elementary school. The paper aims to promote and analyze the possibilities for dialogue between traditional historical curricular knowledge presented in textbooks and the use of teaching tools with alternative languages, in this case, national film production in the documentary format. The aim is to verify the potential of using documentaries as a historical source and the benefits of this use in the teaching learning process. Cinema, and consequently, documentaries, are a powerful instrument of collective representation, both for the inherent historical content present in the work and for the visual and imagery language that connects with a new, prevailing historiographical perspective and interacts better in a world where technology is readily available, even if some students in public schools in Brazil lack full access to it. From this perspective, this work proposes to present as a final product a Teaching Sequence on the use of documentaries, "We who are here, wait for you," to serve as a model for teachers who also wish to use films, series, and documentaries in the classroom to contribute to History Education in high school. This provides a framework for teachers who wish to use films, series, and documentaries in the classroom to contribute to History Education in high school. This framework provides a framework for teachers who feel encouraged to use them.