Luz, câmera, educa(ação): quando a escola faz cinema, todo mundo tem história

Abstract

The theme of this dissertation was born out of various concerns present within the school environment, among them the relationship students establish with social media and its content, which, transcending the walls of the school, becomes part of everyday school life. Utilizing these resources as pedagogical tools can be a way to connect students to academic and educational goals. Thus, this work investigates the potential and limitations of audiovisual production as a tool for history teaching. Its objective is to develop students’ historical awareness through the creation of a short film showcase, promoting both digital and historical literacy. Since the produced showcase is part of a traditional school project called Africanidades (Africanities), reflections on anti-racist practices are also part of this research, being discussed and present in our digital didactic artifacts. To develop this work, we employed active methodologies as we believe they enable a student protagonism and the democratization of knowledge. Therefore, we opted for project-based learning, facilitating collective construction and valuing the individual skills of students. The analysis of the narratives transformed into films aligns with our objectives, outlining the project’s potential and limitations.