O filme “Uma história de amor e fúria” e seu uso em sala de aula: possibilidades a partir de Jörn Rüsen

Abstract

The use of audiovisual resources in History teaching has become increasingly common in Brazilian schools. However, in many cases, these resources are used merely to “illustrate” previously explained content, which limits the potential that audiovisual materials may offer for historical learning. In this context, this dissertation aims to provide basic education teachers with a possibility for using films in the classroom that goes beyond an illustrative logic. The research is initially grounded in key concepts developed by Jörn Rüsen that contribute to History teaching, especially historical consciousness, historical narrative, and the typologies of historical meaning-making, which allow for an understanding of the relationship between History, temporal orientation, and practical life. Subsequently, models for the use of films in History teaching are presented, based on the contributions of Souza (2014), as well as guidelines for film analysis drawing on Napolitano (2005). The film Uma História de Amor e Fúria (2013), directed by Luiz Bolognesi, is analyzed based on previous research and the adopted theoretical framework, and is understood as a critical historical narrative embedded in contemporary historical culture. This qualitative and bibliographical study draws on the theoretical contributions of Jörn Rüsen (2012) and Maria Auxiliadora Schmidt (2020) to propose didactic guidelines aimed at enhancing students’ historical consciousness. As a result, pedagogical possibilities for the use of film in History teaching were systematized and presented both in this dissertation and on the website Um filme na História, developed as an educational product. It is expected that this study will contribute to expanding the ways cinema is used in the classroom, strengthening historical learning and the orienting role of History in students’ practical lives.