O Cinema na Escola: Aspectos Pedagógicos do Texto Cinematográfico

Abstract

The present study deals with the utilization of the Cinema at school. More precisely, this study addresses an important issue that has emerged from former scholar investigation upon the educational application of the Cinema: how do ideological and pedagogical conceptions underlying teachers film selection process interact to affect formal education? The literature review provides the possibility to comprehend the Cinema as an educational agent. After all, a concern with pedagogical use was a controvertible part of the Cinema development from its beginnings. The Cinema, as a mass medium and a belief-system builder, provides experience and knowledge to people, structuring the reality to them. Moreover, the films are very important ideological vehicles or discourse bearer cultural products which use specific mass communication strategies. The Cinema conception as ideological and pedagogical means of disseminating ideas and knowledge is mainly based on the contemporary debate about the educational potentialities of the media. According to that debate, the school should encourage the student to bring out the possibilities of read, interpret and analyse critically the media content and the new communication technologies. That reflection upon pedagogical role of the media leads to the need to investigate how Cinema has been used by the school in its educational practices. This qualitative inquiry was conducted in three stages. In the first stage, a theoretical study was carried out. The main issues studied in that stage were the analysis of school as a space of the formal education practice and the Cinema as a vehicle of pedagogical possibilities expression. That preliminary study took in to account the critical theories originated from both Cinema and Education investigation fields. In the second stage, a field research was conducted in order to examine the pedagogical conditions in which films have been used in the formal education. Four secondary education schools of the city of Goiânia were selected to survey. From those schools, two were private (one laic and one confessional), one was state and the other was federal. The number of students was nearly the same for all schools. At each selected school, two teachers from each secondary education three levels were invited to give an interview. A list of films came from those interviews. A sample was selected from that list in order to compare the content of the films and its ideological conditions to the teachers discourse. In the third stage, the collected data were analysed according to this study theoretical frameworks and guidelines.