Filmes como recursos didáticos na abordagem da história de crianças e adolescentes

Abstract

The aim of this work is to analyze and propose alternative methodologies for teaching history, using films as teaching resources to deal with the experience of children and adolescents in different historical contexts. The contents of history textbooks obscure the participation of children and adolescents in the historical process, contributing to the social construction of a memory that excludes them as subjects. In this way, it becomes essential to problematize with students the existence and experience of these subjects in history. For Canadian historian Robert Rosenstone, films, like books, tell stories in ways that allow the viewer to interpret and re-signify the filmic images. Considering the importance of audiovisuals for the construction of sensibilities and intelligibilities in contemporary times, this research selected some films from which didactic proposals were prepared for high school students in Brazilian public schools, with the aim of expanding the possibilities of seeing and problematizing narratives and different experiences lived by children and adolescents throughout history. This selection is based on their potential to critically challenge the didactic historiography of schools, taking into account both the historical contexts to which they refer and the plot of the narratives. The product of this research is a Support Material for teachers to mobilize films in the classroom that deal with the history of children and adolescents for secondary schools, theoretically and methodologically oriented by the reflections of the German philosopher Walter Benjamin, who emphasizes the potential of cinema to promote deviant perceptions, provoking the boiling of other sensitivities and re-significations of lived experiences. In addition, considering the articulation between school and non-school spaces in the historical engendering of sensitivities, in the wake of Brazilian historian Maria Carolina Bovério Galzerani, the Material is aligned with the production of historical-educational knowledge in the classroom from a critical perspective and sensitive to the experiences of the subjects, capable of mobilizing sensitivities about the understanding of the role of children and adolescents in the present and in the past, with a view to a future open to possibilities more committed to the rights of these subjects.