Between facts and artifacts: literature and teaching of history in national academic meetings (1979-2007). Master's Thesis (Social History). Universidade Estadual de Londrina, Londrina, 2009

In this work we indicate how Literature has been used in the teaching of History based on the analyses of articles published in the Annals of the National Symposium of History ANPUH, the National Meeting Perspectives in History Teaching and the National Meeting of Researchers in History Teaching, verifying in what way the dialogue between History and Literature was shaped over the last three decades (1979-2007). The intention is to reflect on how this combination contributed, and still may contribute to the development of the students' historical knowledge. The dialogue between History and Literature in the school environment should offer a moment of reflection that may contribute to the forming of readers capable of questioning the authorship of the text, the intent of the work and the reasons for such. From the analysis of the papers presented at meetings and symposiums, we seek to point out and reflect on how the interest in establishing a connection between these two fields of knowledge has occurred, in view of their specific theoretical and methodological approaches, which will be discussed in the work. We can not just join the two disciplines and create a situation in which one articulates with the other; we need to know the characteristics of the production process for each field of knowledge, with Literature being involved with creation and imagination, while History is tied to dialoguing with the content of its sources. The work, divided into three parts, first seeks to discuss the issue of borders between History and Literature. Then its approach with the teaching of history is accomplished and the History professionals' struggle for appreciation in education in the period indicated, and finally, the consolidation of efforts, time to make up a general balance and assess the overall results of the union between Literature and History teaching and their contributions to historical knowledge.