CINEMA COMO RECURSO DE APRENDIZAGEM HISTÓRICA

Since the beginning of the 20th century, historians, educators, and researchers have brought relevant approaches to the use of pedagogical methods such as cinema as a teaching resource in history. In recent years, in Brazil, elementary schools have been required to show two hours of films per month, nationally produced films that serve as a curricular component, in accordance with the determination of law 13.0006/2014, based on the Law of Guidelines and Bases of National Education. In this sense, according to the points made by several authors based on discussions by experts and determinations within this field of research, it is possible to observe changes in the methods of its use in classrooms, especially in history classes, given the sociocultural changes, as well as the constant technological innovations and audiovisual techniques for the production of historical knowledge. In this sense, the present study has the general objective of investigating the historical evolution, its technological transformations, and cultural influences that shaped the origin and development of cinema. As specific objectives, it is necessary to identify the narrative and allegorical elements of the film Terra em Transe and to establish a dialogue between the film and the review of the literature found. It is concluded, therefore, that cinematographic language is widely used in the teaching of History, so that teachers, both in primary and secondary education, of the subject of History keep in mind the perspective of the formation of historical consciousness and the importance of narrative competence as a method of historical learning.