‘Something was wrong with the movie’: formal analysis of historical films and the development of historical literacy

• Autores: Maria Mavrommati, Maria Repoussi
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 43, Nº 3, 2020 (Ejemplar dedicado a: Popular uses of violent pasts and historical thinking (Los usos populares de los pasados violentos y el razonamiento histórico)), págs. 574-605
• Idioma: inglés
• DOI: 10.1080/02103702.2020.1771965
• Títulos paralelos:
  • ‘Había algo fuera de lugar en la película’: análisis formal de las películas históricas y desarrollo de la alfabetización histórica)
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La alfabetización histórica se ha definido como un conjunto de competencias que ‘habilitan a los estudiantes para ver de manera crítica las películas ambientadas en el pasado como documentos históricos’. El objetivo de este artículo es explorar las posibilidades de aumentar estas competencias a través del desarrollo de un modelo para la educación histórica que incorpora un elemento de análisis formal al estudio de películas históricas en el aula. Después intentamos aportar una presentación general de estas competencias basada en los hallazgos preliminares de los estudios sobre este campo. Basándonos en las críticas de cine redactadas por estudiantes como un análisis histórico usado por el modelo presentado, concluimos que se desarrollan tres tipos de competencias relacionadas con la educación histórica: competencias relacionadas con conceptos de razonamiento histórico, competencias relacionadas con la interpretación del lenguaje cinematográfico y convenciones como formas para construir significados históricos y competencias relacionadas con el análisis de los procesos de la construcción de Historia y memoria

  • English

    Historical film literacy has been defined as a set of skills that will ‘empower students to look at movies set in the past critically as historical documents’. In the present paper we aim to explore the possibilities of advancing these skills through the development of a model for history education that adds an element of formal analysis to the analysis of historical films in the classroom. Next, we attempt to provide an overview of these skills based on preliminary research findings from the field. Based on students’ film reviews written as historical film analyses which made use of the model presented, we conclude that three types of skills related to history education are developed: skills related to historical thinking concepts, skills related to the interpretation of the cinematic language and conventions as ways to construct historical meanings and skills related to analysing the processes of constructing history and memory.

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