Pedagogia da imagem e ensino de História : perspectivas para a utilização do cinema na Educação Básica

Abstract

This work investigates the relationship between Education, History, and Cinema, focusing on the use of Cinema as a critical and formative tool in History teaching. In a context where images play a central role in contemporary culture, the research proposes that Cinema should go beyond being a mere didactic resource, recognizing it as a language with critical and pedagogical potential. It is argued that Cinema is an aesthetic and discursive production that contributes to the construction of a critical historical consciousness, moving beyond its use as mere entertainment or illustration. The theoretical framework is based on the contributions of Walter Benjamin on the image, allegory, and technical reproducibility, as well as the reflections of Georges Didi-Huberman and Vilém Flusser on the power of images in historical formation. The dissertation is organized into two articles: the first, Pedagogy of the Image and History Teaching, analyzes the role of Cinema in History teaching and proposes an approach that recognizes its unique language and formative capacity. The second article, Images in Shock: The Revolutionary Aesthetic of Glauber Rocha in the Light of Walter Benjamin, examines Glauber Rocha's cinematic aesthetics, highlighting how Cinema can subvert traditional historical narratives and expose social tensions. The methodology adopted is qualitative, with a critical analysis of theoretical texts and films, considering Cinema as historical documentation and a form of thought. The research concludes that the Pedagogy of the Image can transform History teaching, promoting a more critical education that is sensitive to the complexities of historical events.