As experiências com o cinema na transformação docente

Abstract

This study is included in the Education Line of Sciences and Mathematics - Doctoral Course of the Graduate Program in Education at the Federal University of Uberlândia. The research aimed to learn the potential of cinema in the human constitution, planning and proposing a teacher training in Early Childhood Education. It focused on the use of films, analyzing and reflecting on what is already being done in order to present a collective proposal for the Cinema at School. Some questions that marked the study were: I) How does the school's educational space, in general, favor (or not) the development of cinema sessions to opening of discussions? II) How to produce experiences through cinema, in pedagogical practices? III) How can the teacher plan an intentional practice exploring the most varied films? The objective and problems were thought from the collaborative dynamics of educators training, which contemplated a common view on the difficulties and potential of teachers about the use of Cinema at School. I tried to meet the needs and expectations of the teachers, contributing to the professional constitution process, questioning and rethinking a more meaningful and humane pedagogical practice. For that, I took the qualitative approach as methodological inspiration, which made it possible to find ways to represent reality, using observation and interview techniques to learn how films were shown in schools. I focused on collaborative action research, with the purpose of providing teachers with collective and individual experiences with cinema, to enable the mobilization of teachers in their knowledge and educational actions. The construction of meanings was developed through narrative research, which seeks to learn and interpret the connections among subjective, social and human structures. In the theoretical field, I tried to cover the approximations between cinema and education, supported by Almeida (1993, 2004), Barbosa (2017), Fantin (2005), (2006, 2007), (2011, 2015), Migliorin (2014, 2015), Larosa (2002, 2006), among others, sharing the idea that cinema is art and culture, and potentializes dialogues with different and diverse contexts, such as the school, which is a social space of construction and mediation of knowledge. I noticed that the teachers showed animated films, using them as entertainment for the children to rejoice and have fun, and a pedagogical resource, for illustration and/or teaching some content. In addition, the films distracted the children, making them involved, and at that moment the teachers were able to develop other activities that the function demanded. From these evidenced scenes, we formed the CinEducAção study group, which was formed by educators connected with the interests of being better professionals, trying to learn how cinema can sensitize, affect and mobilize people. We experienced moments of exchange, both personal and professional. This context and the immersion in school environments allowed me to infer that cinema, as it materializes socially in culture, allows a more conscious access to interiority. Consequently, it is an artifact that drives new acquisitions, as well as it acts as a producer of knowledge and subjects, forming identities. Teachers training with and through experiences with the most varied films allows us for multiple learnings, transforming our lives and pedagogical practices.