Ensino de história, diversidade e documentário: o Festival Internacional de Folclore e o jogo identitário de Nova Petrópolis

Abstract

This research was produced in the Postgraduate Program in History – Professional Master´s, from the University of Caxias do Sul. The Program is focused on teaching history with attetion to the production of didatic material and the use of new languages, besides the use of diverse sources for research in history teaching. In this context, I present the object of study: the International Festival of Folklore, Nova Petrópolis. The event, in a period of seventeen uninterrupted days, featured over 200 performances from 46 different folk groups, including eight international groups, six national groups, nine regional groups and twenty-three local groups, in a total of more than 1,000. five hundred dancers. The preservation of culture, folklore, folk art and traditionalism of the most diverse cultural manifestations, promoting cultural diversity, together with the typical Germanic cultural manifestations of the region are the pieces that are part and characterize the International Folklore Festival. Given this, the purpose of this is to investigate its history to understand how the Germanic cultural manifestations contributed to the construction of identity of Nova Petrópolis; how the process of opening the Festival's program for other cultural events occurred and how the reprogramming of the event (strengthening identity) for the propagation of diversity has impacted this process. To do this, a search will be conducted about sources such as local periodicals dealing with the event, videos, photographs, event posters and memory. The latter is accessed through the oral history method and will be captured on video. These sources, together with the videos from the record of the 46th edition of the event, will be part of a documentary film describing the historiographical construction developed in this dissertation and producing relevant reflections on its objectives. In this aspect, this research provides a reflection on the possibilities of the use of documentaries for the teaching of diversity. As a result, it is expected that this film will promote debates and reflections on the specific issues of identity and diversity, now central to the teaching of history, serving as support to the teacher in the teaching of history. The theoretical and methodological references of this journey are Albuquerque (2012), Barros (2005; 2011; 2012), Burke (1992), Candau (2011), Chartier (1988; 1990), Nichols (2005), Löwy (2010), Pesavento (2008) e Reis (2003).