Linguagens urbanas e arte cotidiana no ensino de História: horizontalização crítica dos saberes e a consciência histórica

Abstract

One of the goals of history teaching, according to the theories of Jörn Rüsen, is to contribute to the development of historical consciousness based on the didactics of history, with the commitment to form an individual capable of guiding his or her present in a critical way. Paulo Freire, proposing the foundations of liberating education, emphasizes the importance of understanding the psychological and social context of the student so that the learning process can be applied in practical life. For both objectives, the teacher must be able to mediate the process of horizontalization of knowledge. This research sought to bring together theories of history teaching and libertarian education, to think of practical ways to overcome the challenges and problems faced by history teaching. Its laboratory was Walt Disney State Public School (Belo Horizonte, Minas Gerais), where non-conventional methodologies were applied in history classes, in order to develop historical awareness through artistic expressions related to urban languages. The discursive analysis of artistic creations produced within the school is endowed with historicity and reveals fragments of the historical consciousness of youths involved in the research. As a final product, it presents the production of an audiovisual material of the documentary genre, based on the methodologies of cinema pedagogies developed by César Guimarães. The articulation of creative processes with technologies was also aimed at assigning new forms of use for digital technologies, exercising digital literacy.