This research theme is the use of cinematography as a didactic resource in History
teaching. Films have been largely used in History classes, nevertheless, teachers do
not problematize the cinematographic language, using it as a mere illustration of the
historical process. Examining the playful and communicative potential of the filmic
narrative in basic education, aiming at students interacting critically with the image,
this investigation has as object of study the apllied methodologies with this resource
by teachers in History lessons at Graça Aranha state school in Imperatriz-MA. All
data was collected in conversation wheels involving teachers of the different areas of
Humanities (History, Geography, Sociology and Philosophy). During these
conversations, the didactic strategies applied by these educators were analyzed,
according to their experience reports. Also discussed in this research were the
course and assignments of films as pedagogical resources in course books, such as
two secondary school manuals entitled Oficina da História (2013) and História das
Cavernas ao terceiro milênio (2010). These manuals were selected because
teachers use them at Graça Aranha state school, subjects of this investigation.
Needless to say that the course book is still an important reference for the teachers,
for all of them who took part in this research exploit this pedagogical resource. As a
result of this study, the "Luzes, Câmera e Educação" proposal was elaborated.
Furthermore, it was highly noticed that the conversation wheel is an important
procedure to propose improvement and methodologies in History teaching, and it can
be implemented as an ongoing process in teachers' studies.
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