Clio (re)contada: literatura e ensino de história da ditadura civil-militar brasileira, a partir da obra um menino chamado Vlado

Abstract

The Brazilian Civil-Military Dictatorship (1964-1985) was one of the darkest chapters in the country's history, marked by severe repression, censorship and violations of fundamental rights. For more than two decades, the country was marked by torture, forced disappearances and the suppression of individual freedoms. This historical period requires critical reflection so that its effects are not forgotten. In this way, the theme of this final year course is Teaching the History of the Brazilian Civil-Military Dictatorship, based on the work Um Menino Chamado Vlado, by Márcia Camargos, with the time frame from 1964 to 1978, the years in which the Brazilian Civil-Military Dictatorship began and the year in which the Federal Court declared the Federal Government responsible for the death of Vladimir Herzog, respectively, although it is valid to say that we have gone backwards and forwards in time in order to understand the historical processes. The main objective was to analyse the importance of teaching about the Brazilian Civil-Military Dictatorship, highlighting how literature can promote a more complex historical understanding and stimulate students' critical awareness. The work was investigated for its contribution to school education, encouraging debate about the regime and its repercussions in present-day Brazil. To carry out the research, we used literary analysis, with an emphasis on a critical and interpretive approach to the texts. The analysis followed a perspective that took into account the historical, political and social dimensions present in the work, observing how the author used literary elements to tell the story of Vladimir Herzog and the impacts of the Brazilian Civil-Military Dictatorship. Documentary sources included the book Um Menino Chamado Vlado interviews from the YouTube platform, newspapers from the time, reports from the Truth Commission and educational legislation. In addition, we used an auxiliary bibliography, including writings on the uses of literature, such as Bordieu (2010), Pesavento (2004), Veyne (1988), Febvre (1989) and Certeau (2014); with regard to memory, we used the teachings of authors such as Ricoeur (2007), Le Goff (1994) and Halbwachs (1990); with regard to the teaching of history, we recommend Bittencourt (2010), Morgado (2001) and Vieira (2022); with regard to representation, we turn to Martins Filho (2002); finally, with regard to the Brazilian historiography of the Brazilian Civil-Military Dictatorship, we look to Delgado (2007), Gaspari (2014), Habert (1992) and Napolitano (2015). Finally, the analysis of Um Menino Chamado Vlado demonstrates the relevance of literature in teaching about the Civil-Military Dictatorship, providing a critical reflection on the past and its repercussions. The book contributes to the construction of a more plural historical knowledge and instigates debate on human rights and collective memory. It thus proves to be an important tool in the educational process.