Fora do quadro: discursos sobre educação e cinema (Argentina e Brasil- 1910/1940 e 1990/2010)

Abstract

This theory carried out in the landmarks of the Latin-American Doctorate in Education, analyses the conceptions and possibilities related to the relations between cinema and education, contained in pedagogic speeches produced by Brazilian and Argentinian intellectuals at two moments of the century XX: from 1910 to 1940 and from 1990 to 2010.. The choice of time frame is due to the fact that, in these two periods, the settings of these discourses assume distinct and significant features. From the methodological point of view, we chose a research approach that especially considers the socio-historical nature of discourses, focusing on its elements and content, as well as their contexts of enunciation, rather than the linguistic aspects. It is about taking into account the importance of studying the discursive issues relating to the social conditions in which these texts were produced, since they constitute spaces of conflicts of interest and conceptions, expressing different positions involved in these clashes. In the conduct of research we decided to analyze firstly the discourse on education and cinema in Argentina and Brazil, through a literature review of previous studies, examining and contrasting the reality of one and another country. Following, we prepared a similar analysis for the period 1990-2010. Therefore, individual, semi-structured interviews were carried out, with six academic intellectuals who discuss the relation between cinema and education, complemented with lifting and documentary analysis. Of this corpus there were extracted some elements and categories which they pointed out in their respective pedagogic speeches. At the end of the work, we conclude that in the first period investigated, the education through cinema was considered a promising innovation in terms of educational resource, even under the condition of being subjected to intense surveillance and censorship, thought compatible with the ideals of modernization of society and education in particular. The cinema was appreciated in educational terms, largely because it is considered a technically effective teaching resource for the transmission of scientific knowledge considered neutral, patriotic values and civilizing customs that could be more easily memorized and incorporated in individuals, through images and through the images understood like loyal registers of the reality. In the second period we realize, on the whole, that a varied cinematography reaches the classrooms, in which the pedagogic activities with movies try to favor the existence of experiences most opened regarding the art and less limited to the codes of the school traditional practices. At this moment the movies appear in the speeches analyzed like instrument of formation of active, reflexive, critical subjects and transformers. Is still observed in these discourses of the second stage a major concern with the teacher, and applicant a thematic highlighted in the statements of 1990-2010, which strongly advocate the training of teachers as a key strategy for the realization of projects for film education training.