Use of literary language in History classes

This article aims to lead to a reflection on the use of literature / poem as a historical source and its use in the classroom, since the poem reflects 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 differences 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 scientific 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 reflection 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 different 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.