Pedagogia da imagem: cinema como possibilidade formativa

Abstract

Cinema is one of the main modes of cultural expression of industrial society and it is a widely used instrument in educational procedures, as well as, in teaching and learning processes. Since cinema is influential, persuasive and an important part of cultural industry, it becomes, therefore, an ambivalent phenomenon because it can be an inducer of massification and people alienation, as well as a means of cultural formation and a causing thought instrument through images. Consequently, its problematization is crucial in view of the possibilities that this art offers. The present research addressed the theme of aesthetic education mediated by cinema and it had, as its central focus, the understanding of the image pedagogy produced from a filmmaking style of Jean Luc-Godard. Research guiding problem was to learn how to practice a pedagogy of the cinematographic image in the educational environment. Objectives are: identify procedures of how to use cinema in school educational activity under an image pedagogy perspective; to construct arguments for the formative processes under the perspective of the theoretical-critical Walter Benjamin and of the filmmaker and director Jean Luc-Godard. Regarding methodological procedures, the research was exploratory and adopted the bibliographic sources as a form of conceptual appropriation and as support for the analysis of the research problem. We highlight the writings of Walter Benjamin and Jean Luc-Godard on cinema as central authors relating them to the theme of image pedagogy in educational processes. As a result of this research it was possible to build an understanding of the use of cinema as art capable of producing thought, we construct arguments about the relation of the use of cinematographic art in educational field, in addition, some possibilities of using it in teaching-learning processes were pointed out. In a special way, we point out three possibilities of workshops from the cinema, which in turn are complementary and thematize three moments: to know cinema, to see cinema and to produce cinema. The results showed the need for greater concern with the aesthetic education of teachers, aiming at an education able to collaborate more effectively in the education of more critical, creative and conscious subjects.