If you can see, repairs: the (re)education of the look on the scene

• Grant number: 17/09707-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Effective date (Start): February 01, 2018
• Effective date (End): January 31, 2021
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Luiz Roberto Gomes
• Grantee: Helga Caroline Peres
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Associated scholarship(s): 19/21271-9 - The meanings of negative didactics in the negative pedagogy of cinema: an analysis from empirical reconstruction, BE.EP.DR

Abstract

The movie, qualified as a formative instance, fosters the building not only of values, beliefs and judgments, but also of sensitivity. The general objective of this research project is to problematize the already established relations between the school and the appropriation of the cinematographic language as a didactic resource of support to the curricular contents. Specifically, the objective is to explore the possibilities and limits of aesthetic experience with cinema in the classrooms of Elementary School I, being such an experience mediated by the theoretical-critical propositions of the didactics of the film; this expresses the intrinsically formative sense of cinematographic language, directed towards the process of reeducation of our senses already sipped by the products of the cultural industry. Based on the hypothesis that such an approach may foster not only aesthetic experience, but also reflections centered on the immanent contradictions of film structure and cinematic language, we intend to answer the following question: how can school re-signify appropriation of films as a didactic resource, towards an aesthetic-cultural formation that can promote the re-education of the gaze? Objective hermeneutics, a procedure for the empirical reconstruction of pedagogical situations, is based on the critical theory of society, especially in adorno's negative dialectic, and will be our theoretical-methodological contribution. Through the reconstruction of the social interaction established in an intervention to be carried out by the researcher in a classroom of Elementary School I, we will analyze to what extent the pedagogical practices linked to the cinema, when subsidized by the didactics of the film, the re-education of the senses and the critical methodological approach, in the context of the activities directed to the use of cinema in the classroom. (AU)