O filme "O nome da Rosa" na aprendizagem histórica: As representações do sagrado e do profano na Idade Média no Centro de Ensino União, em Imperatriz – MA

Abstract

This dissertation discusses the educational character of film in the classroom as a reflective pedagogical tool and as a source of interdisciplinary and transdisciplinary analysis. In view of this comprehensive character of filmic analysis, the present study aims to present the results and reflections around a training for the teaching of History of the Middle Ages through the use of the film The Name of the Rose, by Jean-Jacques Annaud, which dates from 1986 and is set in the Middle Ages (1327) based on the novel of the same name by Humberto Eco. This research is the result of training with the collective participation of students through the action-research method, which, according to Barbier (2007), allows for a permanent reflection on the researcher's action, since the action-research technique makes it possible to discuss "the problem" or "the situation" so that, based on this questioning, an intervention can be obtained through the analysis of questionnaires and reports, surveys and debates carried out remotely through the free Google Meet platform and the application of questions through Google Forms. We used the qualitative approach because, according to Zanette (2017), it allows us to approach the point of view of the subjects and characters involved in the educational processes. The training developed proposed to investigate the perceptions and experiences of these students in order to verify whether they were able to learn through film analysis the religious context of the Lower Middle Ages and identify the nuances between the sacred and the profane discussed in the cinematographic work. As a final product of the collected reflections, we put together a didactic sequence containing techniques and instruments that will guide the teacher on how to work the film in history teaching. When approaching the necessary steps for the production of a didactic sequence we will be supported by Oliveira (2013), Kobashigawa, (2008), Zabala (1998) and Libâneo (2013).