Processos histórico-formativos nas experiências docentes no Programa Residência Pedagógica (PRP), na prática de ensino e na experimentação do cinema como fonte para o ensino da antiguidade clássica (ECIT Nenzinha Cunha Lima, Campina Grande-PB, 2022/2023).

Abstract

This experience report aims to reflect on teacher training, based on critical readings of theoretical and historiographical literature, my experiences in the Teaching Practice discipline and in the Pedagogical Residency Program, and in the experimentation of cinema in the teaching of History of Classical Antiquity. The development focuses on a pedagogical proposal based on the use of films [Spartacus (1960), Gladiator (2000) and Alexandria (2009)] for the study of Ancient Rome, focusing on the themes of Roman slavery, politics in Rome and religion at the end of the Empire, having as locus of the experience the two classes of the 1st year at ECIT Nenzinha Cunha Lima, Campina Grande-PB, on the occasion of the third academic semester of 2023. The problem of the work directs the reflection on the importance of diversifying resources in History Teaching to promote liberating education. The theoretical framework is based on FREIRE (1996), regarding the foundations of critical educational practice, and BITTENCOURT (2008), on the school discipline as an autonomous field of knowledge. For the methodological approach of the work, I adopt the autobiographical narrative, using as sources, photographs and teaching materials from the period of my schooling, which support the incursions into memory, to problematize aspects of my political and professional formation, in the first chapter; followed, in the second chapter, by the problematization of logbooks, questionnaires and reviews produced by students regarding the experience involving the use of films, in an analytical-descriptive approach. The results around the methodological alternative showed that the diversification of the matrices of construction of historical knowledge from films as a resource and historical source boosts the construction of knowledge in the classroom, due to the motivational aspects and the popularization of language and support among the mediatized generation; Furthermore, the proposal confronted the phases and contexts of the learning process of public basic education, by providing an alternative for the renewal of assessment methodologies.