Cinema e escola: dos encontros, da docência, dos devires

Andréa da Silva Casadonte
2019 Brazilian Journal of Development  
This article presents a section of the research "Cinema and school: meetings, teaching, becomings" that investigated the knowledge mobilized in the school, through the experience with cinema. The guiding question of the study is: "what knowledge mobilize teachers in Basic Education for the realization of a sensitive cinema experience at school?". In this sense, the general objective of the current study was to investigate the knowledge mobilized by teachers in the practice (s) with cinema in
more » ... ) with cinema in schools. For this, we consider teachers who develop or have already developed cinema projects in the school space, considering the presence of cinema in the school in the expanded sense and considering it as art in a proposal of alterity, that is, of creation (BERGALA , 2008) . The proposal to present cinema at school as a hypothesis of alterity occurs through the approximation of the ideas of Bergala (2008) who thinks cinema in an institutional and pedagogical way, elucidating its political character, which enables the development of other relationships. in the school space. In this movement, the research problematized the concepts of education and school in dialogue with Jacques Rancière, Jan Masschelein, Maarten Simons and others. Regarding the area of cinema and education, we deepen the assumptions of Alain Bergala, Adriana Fresquet and Cezar Migliorin, fundamentally. In search of the creation of a common plan of reflection with the chosen teachers, we developed an alphabet as a methodological choice, collecting entries that map the teaching knowledge. The cartography of the meetings of this research bet on monitoring the processes of subjectivities under construction, investigating the personal experience that emerges in the context of the creation of the geography of affections, seeking to arouse the desire of participants in researchCOM. In the end, we formulate some considerations about the school and the teacher's profession, betting on the presence of cinema in the school as a leaven of anarchy and an object of rupture of the normative logic of school and teaching.
doi:10.34117/bjdv5n12-043 fatcat:qa2tyfq7d5hbxftttdw2juuu4a