O uso do cinema como recurso didático nas aulas de história do ensino fundamental: um estudo no CETI Jacob Demes em Floriano-PI

Abstract

municipality of Floriano-PI.The aim was to analyze how teachers use films in the classroom, what pedagogical strategies they adopt and the challenges they face. The premise is that cinema can stimulate critical thinking, allowing the analysis of historical representations and encouraging reflection on multiple narratives of the past. However, its use requires careful mediation to avoid the uncritical reproduction of historiographical discourses. The theoretical framework includes Napolitano (2009), who discusses ways of using cinema in teaching, and Cerri (2011), who addresses historical awareness in learning. The research, with a qualitative approach, used semi-structured interviews with three history teachers from the school studied. The results indicate that, although they recognize the pedagogical potential of cinema, its application varies. The main challenges include a limited workload, the choice of suitable films and the need for planning to ensure critical analysis. The conclusion is that cinema can be a valuable resource in History teaching, provided it is accompanied by strategies that promote the problematization of cinematic narratives. The study also highlights the need for specific teacher training and institutional guidelines for a more reflective use of audiovisuals, there aligned with the BNCC guidelines.