Context

The 20th century was a turbulent period for Latin America, marked by frequent interventions of dictatorial regimes. These regimes were characterized by authoritarian governments, human rights abuses, censorship, political persecution, and corruption. Many of these regimes received support and encouragement from the United States during the Cold War, in order to establish a counterbalance to the advance of communism in the region.

Among the most notorious are the Military Dictatorship in Brazil (1964-1985), Pinochet's Dictatorship in Chile (1973-1990), Videla's Dictatorship in Argentina (1976-1983), and Stroessner's Dictatorship in Paraguay (1954-1989). Each of these regimes left deep scars in their respective countries and in the region as a whole, as a result of authoritarian policies, unprecedented violence, and human rights violations.

Understanding these regimes is essential to comprehend the current political, social, and cultural landscape of Latin America. Many of the current problems faced by these countries are still reflections of these dark periods. Furthermore, studying these dictatorial regimes allows for a reflection on the importance of democracy and human rights and helps raise awareness about the risks and destructive effects of an authoritarian government.

Understanding the existence and impact of these regimes also allows for a deeper analysis of themes such as authoritarianism, populism, nationalism, imperialism, and ideology. Thus, by studying this topic, you will not only be learning about a specific period in history but also developing a solid foundation for understanding complex and current issues that are at the core of Latin American politics and society today.

For a deeper dive into this complex topic and to provide a basis for discussions, here are some reliable sources you can use:

1. Rodrigo Medina Zagni's master's dissertation, "The military and the democratic issue in the Brazilian military dictatorship (1964-1985)", available here.

2. The book "The Shamed Dictatorship", by Elio Gaspari, which portrays the Military Dictatorship in Brazil and is available for purchase here.

3. The documentary "Nostalgia for the Light", by Patricio Guzmán, which portrays the history of Pinochet's Dictatorship in Chile, available to watch here.

4. The article "Argentina's Dirty War", published by the BBC, which explores Videla's Dictatorship in Argentina, available here.

Practical Activity: "Walking through Dictatorship: The History Game"

Project Objective This project aims to engage students in an interactive and playful activity to understand the complexity and consequences of dictatorial regimes in Latin America.

Project Description Students, in groups of 3 to 5, will develop a thematic board game about dictatorial regimes in Latin America. The game should incorporate the main events, characters, and nuances of the dictatorial regimes of the countries chosen by the group (Brazil, Chile, Argentina, and Paraguay), with a special focus on the influence of the United States during the Cold War. When developing the game, students must thoroughly research the dictatorial regimes of the chosen countries and delve into topics such as political violence, authoritarianism, populism, human rights violations, and external influence.

Materials Needed Cardboard, colored paper, colored pencils, markers, ruler, scissors, glue, dice, and small pieces to represent the players.

Step by Step

1. Each group must choose a specific dictator linked to the regime of each country (Brazil, Chile, Argentina, and Paraguay).

2. The groups must research the chosen dictator's government, the influence of the USA during the Cold War, the political violence instated, the human rights violations committed, and other relevant information for the game's context.

3. Based on the research, the groups must define the game rules. The rules should reflect the challenges faced by the populations under these dictatorships and should allow players to experience on a smaller scale the difficulty of living under such a regime.

4. After defining the rules, the groups must create the game board. The board should be divided into several spaces, each representing an event or aspect of the dictatorial regime.

5. The group must create "opportunity" and "challenge" cards that reflect real historical events or possible consequences of life under the dictatorial regime.

6. Finally, the groups must prepare a presentation of the game for the class, explaining the rules and how the game reflects the studied dictatorial regime.

Project Deliverables

1. The complete board game: it should include the board, the rules, the cards, and the pieces.

2. A game presentation: each group must present the game to the class, explaining how each aspect of the game relates to the studied dictatorial regime.

3. Written report: each group must prepare a detailed report on the project. The report should include an introduction to the theme, a detailed description of the game, and an explanation of how the game incorporates the study of the dictatorial regime. The report should also include the project's results, how the game was received by the class, the difficulties encountered during the project, and the lessons learned. Additionally, the report should include a conclusion of the work and a bibliography of the sources used during the project.

The aim of this project is to allow students to learn in a playful and interactive way, integrating research, creativity, teamwork, and presentation skills.

In preparing the report, students should use it as an opportunity to demonstrate their understanding of the theme of dictatorial regimes in Latin America and how they were able to incorporate this knowledge into the game development. Furthermore, the report should serve as a critical reflection on the project, allowing students to reflect on what they have learned and how they could improve or expand the project in the future.