In the framework of global cultural and
technological transformations and public
policies generated during the first two decades
of the 2000s in Argentina, teachers
increasingly use television documentaries
as their own readings and as reading objects
in classes and/or in homework to teach history.
In doing so, they bring into play various
reading practices, associated with different
representations of cinema in general
and documentaries in particular. They also
display and combine various historiographical,
pedagogical and didactic meanings in
their reading, emulating the various components
of a class. Based on qualitative research
associated with the interpretive paradigm,
this article analyzes the particularities
of these materials, the ways in which they
are proposed to be read, and the meanings
of these practices in middle school history
in Buenos Aires city, Argentina.
