Ensino de história e literatura de testemunho: o diário de leitura e reflexão como estratégia pedagógica no estudo de regimes autoritários e totalitários do período entreguerras

Abstract

This dissertation investigates the pedagogical potential of teaching History in dialogue with testimonial literature, through the implementation of the Reading and Reflection Diary as a teaching strategy. The focus is on the interwar period, with special attention to the rise of authoritarian and totalitarian regimes in Europe, especially Stalinism and Nazism. Using as a basis the memories and experiences of witnesses from that period, centered on the works Nina's diary by Nina Lugovskaia and selected texts from the work Tales of Kolimá by Varlam Chalámov. By relating testimonial literature with pedagogical practice, the Reading and Reflection Diary aims to promote democratic learning, in which students are encouraged to critically reflect on totalitarian regimes and their impacts on human freedom and autonomy. The purpose of this dissertation is, therefore, to demonstrate how testimonial literature can enrich the teaching of History, offering students an emotional and reflective connection with the past, and, at the same time, stimulating critical citizenship training committed to democratic values.