O uso da linguagem cinematográfica na aula histórica: análise da progressão do conhecimento histórico de estudantes do 7° ano do ensino fundamental II em Maceió-AL (2021-2023)

Abstract

The primary objective of this research is to investigate the utilization of cinematic language for mobilizing historical imagination, with a view to learning in history classes and the possibilities for historical consciousness.The proposed approach is based on the idea that cinematic language is an effective didactic tool in history education, as it serves a practical function. Such language aids in the comprehension and interpretation of the past, concurrently existing within the practical sphere of students' lives. Thus, films serve as a conduit to historical knowledge. The methodological path of the research began with a bibliographical and exploratory study. For this, some academic works were used that address Rüsen's theory and the relationship between cinema and history, from a perspective focused on history education. In this sense, some important concepts for the research need to be presented, such as historical learning, historical consciousness, historical culture, cinematic language, and film-history. To analyze and understand the impacts of films in history classes, a Historical Class (2023) was conducted on the French Revolution, where the main resource is cinematic language. This is an action research that involves the participation of 7th-grade students from the municipal schools in Maceió, Alagoas. Additionally, an activity on the film Maria Antonieta (2007) was carried out. This activity consisted of open-ended and multiple-choice questions, all related to the use of films in the classroom. The theoretical basis for this research includes the reflections of Jörn Rüsen (1992; 2000; 2001; 2012), Schmidt (2004; 2012), Ferro (1992), Nóvoa (1995), Souza (2014), Cerri (2010; 2001), Napolitano (2003), Bittencourt (2009), among other researchers. From this survey, it was possible to identify the possibilities that cinematic language allows for historical consciousness in students. It also analyzed the ease of this tool in understanding the past and progressing in historical thinking, in order to problematize and contextualize the present.