O cineclubismo como caminho pedagógico para ampliar as visões de mundo: contribuições para a formação de educadores

Abstract

This dissertation is located in discussions on the educational use of audiovisual works and focuses on the concept of addressing, proposed by Elizabeth Ellsworth (2016), and re-addressing, which originates in the Field of Literary Theory. This research emerges from the CineGEASur film club, a university extension activity. During the Covid-19 pandemic, CineGEASur appropriated the use of digital space as an alternative to continue the film club practice, with screenings and debates with the public through virtual platforms. In this context, the central question of this work is: how can film language and film club activities contribute to the training of educators? It aims to analyze the contributions that filmic language and film club activities can make to the training of educators. Specifically, it aims to describe the preferred meanings and addresses thought by the filmmakers in the production of these audiovisual works; recognize the preferred meanings and addresses present in these audiovisual works and check whether they correspond to what was intended by the producers; identify actions that indicate the possible importance of these works shown in the film club for the training of educators and conscious citizens connected with the reality of the society in which they live. To do this, we analysed the films and the preferential meaning of the following audiovisual works: “Anamnese”, “Pescadores da Maré” and “Dias de Quarentena”, which were discussed online in 2020 at CineGEASur. Subsequently, interviews were conducted with the producers of these films, which were analysed using the Content Analysis proposed by Laurence Bardin. This research brings a differential that is the producers speeches, through the interview, allowing to know their possible addresses thought from their production. The results indicate a strong influence of the producers’ daily live on the narrative of the films and the choice of themes. These films address everyday social and socio-environmental issues in Rio de Janeiro, highlighting racism, the loss of space for fishing activities and the lack of government commitment to the vulnerable population in the COVID-19 pandemic. In this way, it was possible to see that films have the pedagogical potential to dialogue with curricula and, because of their broad vision and emphasis on social inequalities and the exercise of rights, they contribute to training and education for citizenship.