A história vai a guerra novamente: a utilização de filmes históricos de guerra na produção de conhecimento histórico no ambiente escolar, as obras Círculo de fogo (2001) e O resgate do soldado Ryan (1998)

Abstract

This study aims to develop teaching materials to support high school history teachers in utilizing historical war films as pedagogical resources. The reflections presented here are based on the classroom use of selected excerpts from two films: Enemy at the Gates (2001) and Saving Private Ryan (1998). These films depict two of the most pivotal episodes of the Second World War—the Battle of Stalingrad and the D-Day landings, respectively. The first excerpt focuses on the emergence of the Soviet sniper Vassili Zaitsev and his instrumentalization as a propaganda figure during the Soviet campaign against Nazi Germany. The second centers on the American assault on Omaha Beach in Nazi-occupied France. Recognizing that contemporary youth are immersed in a visually driven media landscape, it becomes imperative for educators to engage with audiovisual language critically and systematically. History teaching, in this context, must not only incorporate visual media but also equip students with the tools to interpret and interrogate it. To this end, we selected and analyzed scenes through a method we define as a didactic-historical découpage. This approach entailed problematizing, contextualizing, and interpreting specific segments, while prompting students to formulate hypotheses regarding the filmmakers' intentions, the ideological narratives embedded in the films, and the ethical implications surrounding the cinematic representation of violence—particularly within the conventions of Hollywood war cinema. Grounded in the theoretical frameworks of historical consciousness and historical literacy, our pedagogical strategy sought to foster in students a more nuanced understanding of how historical knowledge is constructed in and through media. Rather than passively receiving content, students were encouraged to engage in critical discourse and to reflect on the socio-political dimensions of historical representation. The application of this methodology, including the use of reflective prompts via index cards, enabled the development of didactic materials that may serve as valuable tools for educators aiming to promote critical historical engagement. These resources are designed not merely to complement pre-established curricular content, but to support transformative educational practices—those that aspire to cultivate a sense of justice, critical awareness, and ethical responsibility in learners. Ultimately, this work aligns with broader pedagogical goals that resist the reproduction of dominant neoliberal ideologies and instead advocate for a more equitable and reflective educational framework attuned to the challenges and urgencies of contemporary society.