Historia desde el cine [y con la literatura] para la educación

We live in a world where images compose differents memories of our time. A historian, in his teacher task, accepts this image prevalence and integrates them in his professional duties through the use of video supporting documents. Moreover, the teacher can (and should) incorporate other kind of sources as literature in order to make the historical knowledege more accessible. Concerning the work with the video supporting documents, three categories were established, we propose a four steps approach: identification, contextualization, dissection and analysis. Considering that the work with video...