Luz, câmera, história e educação: o cinema como mediador no ensino e aprendizagem de história na perspectiva do multiletramentos

Abstract

The usage of audiovisuals in many of the Brazilian schools of the beginning of the twenty- first century is still inadequate. Particularly, the form in which movies are employed in classrooms are unsatisfactory in regards to the promotion of learning. The audiovisual medium is central in our hypermodern society. To fail on the apprehension of its messages may contribute to the perpetuation of social exclusion. To ignore its potential could result in missing an opportunity to provide meaning to school practices. In the field of the teaching of History there are, however, valuable curricular plans within the area of the so-called Historical Education. This study aims to investigate the success this type of planning can achieve in a classroom of a public High School of the state of Paraíba. In order to reach this goal, we propose an action research through which recordings in audio and video were made, and a research diary was kept with the intention of registering the classes of a teacher who has the objective of addressing the issue of films in a critical and stimulating approach, working with teenagers enrolled on the third year of high school. Our task is to, once the investigation is concluded and the proper analysis are made, ascertain if the use of films in the classroom according to the perspective of multiliteracies, media education and historical education, can both provide for the construction of knowledge in regards to its curricular aspects pertaining to the subject of History, and the critical and creative appropriation of audiovisual media, which is also a historical source. This means being able to read audiovisual narratives, produce them and also reflecting on the reality it is part of. We aspire to motivate other teachers into developing similar ideas. Because of this, we came up lesson plans directed so that other teaching professionals may be inspired.