Research project
History teaching through dialogical controversies in synergy with documentary films
Principal investigators:
Mario Carretero and Alicia Barreiro
This project was made possible (in part) by a grant from the Spencer Foundation (#10044849).
The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation."
Ref.Project #202400098
Objectives
In recent decades, research on the teaching of History has grown significantly, exploring what is taught in classrooms and how it is taught. Current studies are examining the influence of dialogue and debate.
This project aims to study how students engage with historical narratives and how these narratives influence the construction of individual and collective identities, particularly around the so-called "Conquest of the Desert" in Argentina (1878–1885). We seek to analyze the impact of dialogue and controversy on historical understanding and their relationship to the reduction of racial prejudice among Mapuche and non-Mapuche students, as well as their impact on cultural identities.
The usage of documentary films
As a school subject, History often carries a perception of being uninteresting to students. Meanwhile, in recent years, films and other audiovisual content with historical themes have achieved great popularity among school-aged students and young adults.
For this reason, the project produced two original short documentary films to be used both inside and outside the classroom, as films can “bring history to life” and enable viewers to put themselves in someone else’s place.
Research team
Principal investigators: Mario Carretero y Alicia Barreiro
Investigators: Cecilia Wainryb, José Antonio Castorina, Cristian Parellada y María Cantabrana Carassou
Historical Consulting: Mariano Nagy
Audiovisual direction: César Sodero
Audiovisual production: Tarea Fina Producciónes
We would like to thank Federico Dorfman (Project Management), María del Carmen Correale (Educational Activities), Rocío Ivanissevich (Instituto de Formación Docente Continua, Bariloche), and Florencia García Long(Cipolletti) for their collaboration.
