Cine e Historia en las aulas: una aproximación a la incorporación y significación del recurso en las escuelas de concepción del Uruguay

Abstract

This paper represents an exploratory approach on the characteristics that shows the inclu-sion of films as a teaching resource in history classes and the representations about it both teachers and students involved in the educational action. Specifically, we worked on the last year of oriented Secondary Education in schools of Concepción del Uruguay city. At a theoretical level, while notions from authors who have studied the relationship between film and History (Ferro, 1991; Sorlin, 1991/2005; Caparrós Lera, 2007) are recovered, the paper relies on the constructivist tradition for analyzing the pedagogical dimension of the issue, pointing in various interpretations of the use of film in the classroom (Bermúdez, 2008; Benasayag, 2012/2013; Serra, 2012), both overall and particularly for the teaching of history.Essentially it is an approach through methodological integration strategies, examining in a comprehensive manner the population studied by interviewing and semi–structured question-naires, where has been taken as units of analysis both teachers and students of the school subject.The work results speak of a considerable use of the resource but not to the level that teachers themselves expressed as necessary, while at the same time from the perspective of the students there is a strong interest in the integration of subject with films, preferring an integral use of it and not the simply playing movies in the classroom.

Keywords

• films
• didactic resource
• history
• secondary education