Criação audiovisual no ensino de história no ensino médio

Abstract

History school teaching in the Brazilian public system raises discussions, as does the space of the discipline in the school curriculum. The reflections intensification on school history teaching is expressive, both in the sphere of higher and fundamental education, arising, in that, from research in education, and in this one from empirical-professional experiences carried out by teachers. In this arena, the school stands out for the overlapping of generations, where there is a confluence of obligations and expectations regarding teaching and learning that inhabit teachers and students. This research started from the issue "What is the potential of audiovisual creation in the school history teaching of high school adolescents?" and, through an empiricalanalytical qualitative investigation, it was dedicated to carrying out the activity of historicaldidactic intercession in History teaching, addressing the theme of Industrial Revolution and its consequences, with 2nd year of High School students, oriented for the creation of short films. The established approach was articulated based on the “Theory of Historiography” of the German historian and philosopher Jörn Rüsen, and also on the contributions of the French philosopher Gilles Deleuze on the creative act, prospected in the lecture “The Act of Creation”, in 1987. Empirical data were obtained from four instruments: script, short films, learning diary and questionnaire. The process of constituting empirical data was adapted to the dynamics of the remote school education model, given the COVID-19 pandemic and the measures of social distancing adopted in the state education system in Santa Catarina. Data analysis and interpretation was guided by the evidential method (microanalysis), postulated based on Carlo Ginzburg's Indicative Paradigm, structured into three categories: Approximation, Appropriation and Perspectivation, which comprise, respectively, the disciplinary, interdisciplinary and transdisciplinary dimensions of the History science. The results point to the following data: the Approximation category shows autonomy, negotiations and cooperation in historical research; in the Appropriation category, aspects of the abilities and historical competence of adolescents in the 2nd year of high school are mobilized by the act of creating the authorial historical-cinematic narrative; the Perspectivation category presents elements of reflexive-dialogical socialization and self-assessment in the context of the creation of the authorial historical-cinematic narrative. It is concluded that there is potential in authorial historical-cinematic narratives creation in history school teaching based on Jörn Rüsen's Theory of Historiography, with the authorial historiographical action as a guide for didactics.