Use of literary language in History classes

Abstract

This article aims to lead to a refl ection on the use of literature / poem as a historical source and its use in the
classroom, since the poem refl ects on the moment experienced by man. First time tracings paths approached
by cultural history, based on the theoretical: Sandra Pesavento, Robert Carlos Santos, Peter Burke, Roger
Chartier. also considered whether to literature as a historical source and the possibility of joint history teaching
with the literary language, giving relevance to the jumps and jolts this dialogue, the diff erences and the use of
literary works in history class and discussion of limitation between them, since history and literature have the
same object of study that is man as agent of History. The methodology used included the literature, analyzing
the author’s poems researched on the history and its junction with the literature in the pedagogical actions.
Prioritizing research theoretical, they were selected and consulted books, articles, poems, texts and scholarly
works, in order to provide the theoretical foundation necessary for the realization of this scientifi c work. Finally,
we try to show the historical facts contained in teacher poems Carlos Alberto de Assis Cavalcanti and their
use in the classroom, with the help of thinkers of cultural history. The use of these procedures has provided
understanding and refl ection on the understanding of the chosen theme, as well as providing information for
possible discussions on the subject. From this assumption, this paper outlines a theoretical outline on the use
of literature as a diff erent language in the teaching of history, demonstrating that there is historical narrative
in literary tales, with the possible use of literary writings as historical sources.