Luces, cámara y acción: el uso del cine en la enseñanza de la historia antes y después de la BNCC

Abstract

This article analyzes the mobilization of cinematic language in high school History textbooks used at the Instituto de Educação Euclides Dantas (IEED), in Vitória da Conquista (Bahia, Brazil), considering two distinct normative contexts: before and after the approval of the Brazilian National Common Core Curriculum (BNCC). We examine the extent to which cinema is presented not only as a didactic resource, but also as a historical source and agent, and we seek to identify the limits and possibilities of the theoretical and methodological mediations proposed for its critical reading. Methodologically, the study conducts a comparative analysis of the textbook collections Oficina de História (Campos; Claro, 2013), adopted between 2015 and 2017, and Moderna SuperAção! História (Alves; Oliveira, 2024), scheduled for use between 2026 and 2029. Grounded in theoretical frameworks that discuss the relationship between history, cinema, and representation, the analysis shows that although audiovisual resources are widely incorporated into textbooks, this expansion has not been accompanied by systematic guidelines that problematize cinematic language, production contexts, and authorial intentions. The article concludes that the central challenge no longer lies in legitimizing cinema in the teaching of History, but rather in qualifying its pedagogical use, so as to promote critical readings of film narratives and avoid reducing them to mere illustrations of historical content.