O potencial educativo de práticas pedagógicas com filmes na licenciatura

Abstract

The introduction of movie/films into formal spaces of education has been a methodological path taken by many teachers in order to share in some way the contact with a technological and at the same time cultural artefact; Either for learning content, or to enable the experience of aesthetic enjoyment and other human and cultural experiences. The purpose of this study was to analyze the educational potential of pedagogical practices with films in undergraduate courses, to understand why and how they are given, how they are thought and felt by the subjects involved, in particular the students. In order to do this, one asks in a special way how they feel, see and give meanings to the activities with films in their courses, since they are intended for them. We investigate with teachers and students of two classes one of the History course and another one of Pedagogy of the University of Pernambuco Garanhuns, if the way in which the activities are thought and realized, potentiate that formation that the teachers have or see have, in a way Or another, when planning the insertion of films in their classes. Fieldwork took place between March 2014 and December 2015, through classroom observations, application of questionnaires and recorded interviews. We have the assumption that the film, also in contexts of pedagogical practices, contains a clear educational potential that can dynamize several dimensions of these practices, as well as the processes of human formation, among its other possibilities. Different from what we commonly suppose, the pedagogical practices with films, in their illustrative form of contents, are diverse according to the context, also make possible the learning and approach the students to the taste for the cinema. We conclude that the educational potential of pedagogical practices with films can be concretized in a broader or restricted way, in one direction or another (in the direction of the disciplinary contents or in a wider sense, involving the aesthetic experience itself and other dimensions), depending on the configurations Of the activities carried out by the teachers, of the situations in which the films are shown. The greatest potential of filmmaking practices in the cases studied here is that they have allowed students new ways of viewing, reading the world, and learning from movies and movies. On the other hand, the pedagogical practices that incorporated the cinematographic art stimulated the encounter of two experiences: to see films and to learn