Cartography of cinematographic affects in the school-place of early childhood education: between the human and the non-human, between recording and art

• Grant number: 22/02007-1
• Support Opportunities: Scholarships abroad - Research
• Start date: August 15, 2022
• End date: November 12, 2022
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Wenceslao Machado de Oliveira Junior
• Grantee: Wenceslao Machado de Oliveira Junior
• Host Investigator: Veronica Carolina Hollman
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Institution abroad: Universidad de Buenos Aires (UBA), Argentina

Abstract

This research is an offshoot of the research and extension project "School-place and cinema: mutual affections and metamorphoses" (Fapesp-Public Teaching: 2018/09258-4) and is articulated around five major axes. The first, more empirical, is the large amount of materials generated by the coordination and monitoring, during the last two years, of the aforementioned Project, carried out with six professional scholarship holders in early childhood education from two public schools on the outskirts of the city of Campinas-SP (unused films and footage, field diaries of seven members, recordings of meetings, messages in the whatsapp group, maps of the affections of the set of footage, essays and articles, reports, etc). Three other, more conceptual, axes seek to sustain and continue the experimentations, analyzes and cartographies that have already been carried out during the "Place-school and cinema project" based on concepts and authors who are supported to a greater or lesser degree by the Philosophies of Difference , especially the geographer Doreen Massey's concept of place (an open encounter between a singular constellation of heterogeneous human and non-human trajectories); beyond it, we were supported by propositions about the importance of the environment in the composition of the "human of the species" by Fernand Deligny, the "camera bodies" by César Leite, the defense of school as "free space and time" by Jan Masschelein and Maarten Simons, the propositions about the "film community" by César Guimarães and the image creation devices of Cezar Migliorin. These last two supports, the "community" and the "devices", have been deployed in recent studies and experiments on/with "group cinema" carried out by members of the Kumã-Laboratory for Research and Experimentation in Image and Sound, which configure as the second axis of the Project proposed here, aiming to focus on the "cinematic affects" of human trajectories (Massey, 2008) that composed/compose the specific school-place where the "Place-school and cinema" Project was located: the block from the Vila Boa Vista neighborhood where the Regente Feijó and Cha Il Sun schools are located. The third axis is an unfolding of the propositions of Doreen Massey and Fernand Deligny about the life/liveliness of trajectories non-human in the place/surroundings and will be composed by the study and conceptual use of Amerindian philosophies - especially the ideas to postpone the end of the world present in the speeches and writings of Ailton Krenak and the ideas to prevent the fall from the sky present in Davi Kopenawa's propositions - to think about the "cinematic affects" of the non-human trajectories that also make up the same school-place. The fourth, no less important, will consist of studies on "pedagogical documentation in early childhood education", a field that points to exciting connections between records and art in the proliferation of new educational practices, teachers and students, at this level of basic education. The fifth axis of the research resumes the empirical follow-up in early childhood education schools, with new experiments with cinema based on image (and sound) creation devices based on the intensification of becoming in common - ending together! - and of non-human affections as forces for the creation of a cinema that participates in the experimentation of educational practices and ways of life in which the heterogeneous, the others, human and non-human, proliferate and enliven school, cinema and childhood. In this way, it is intended to act on two "problems" of contemporary education: 1. the constitution of the common as a (dissensed) film community, with a view to an increasingly democratic and plural society and 2. the valuation of other forms that make up the planet as much as human life, with a view to creating a society that is increasingly sensitive to more environmentally sustainable ways of life. (AU)