Africa in children’s films: an analysis of Madagascar
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/16445 |
Resumo: | This Article has as objective to analyze which Africa and the Africans representations are disclosed by children’s films animation Madagascar 1 and 2. Inspired by the strand post-structuralist analysis of cultural studies in education, it is considered that these movies exert a cultural pedagogy, which teaches and builds representations of this continent. The argument developed is that these movies, to represent Africa, update the dual between nature and culture, associating Africa to the nature and the large metropolises to culture. In this process, the natural pole is considered inferior to the cultural pole. Through unequal power relationships, those who inhabit this continent are also considered lower than the inhabitants of other regions. In this way, the films fall in a long performative process that repeats representations historically constructed about Africa, which are located as a continent exclusively wild, dangerous and inhabited by exotic beings. |
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Africa in children’s films: an analysis of MadagascarÁfrica en películas infantiles: un análisis de MadagascarA África nos filmes infantis: uma análise de MadagascarAfrica. Representation. Cultural pedagogy. Cultural studies.África. Representação. Pedagogia cultural. Estudos culturais.África. Representación. Pedagogía cultural. Los estudios culturales.This Article has as objective to analyze which Africa and the Africans representations are disclosed by children’s films animation Madagascar 1 and 2. Inspired by the strand post-structuralist analysis of cultural studies in education, it is considered that these movies exert a cultural pedagogy, which teaches and builds representations of this continent. The argument developed is that these movies, to represent Africa, update the dual between nature and culture, associating Africa to the nature and the large metropolises to culture. In this process, the natural pole is considered inferior to the cultural pole. Through unequal power relationships, those who inhabit this continent are also considered lower than the inhabitants of other regions. In this way, the films fall in a long performative process that repeats representations historically constructed about Africa, which are located as a continent exclusively wild, dangerous and inhabited by exotic beings.Este artículo tiene por objetivo analizar las representaciones de África y de los africanos que son revelados por las películas de animación Madagascar I y II. Inspirado en el capítulo post-estructuralista los estudios culturales en el ámbito de la educación, se considera que estas películas tienen una pedagogía cultural, que le enseña y construye representaciones de este continente. El argumento es que estas películas, para representar a África, actualizam lãs oposiciones entre la naturaleza y la cultura, asociando el África a la naturaleza y las grandes ciudades de la cultura. En este proceso, el polo natural se considera inferior al centro cultural. Gracias a las relaciones desiguales de poder, quienes habitan este continente también son considerados inferiores a los habitantes de otras regiones. De esta manera, la oferta de las películas se vuelven parte de un largo proceso performativo las representaciones que se repite históricamente construidas sobre África, que son como un continente exclusivamente en el medio silvestre, peligroso y habitado por seres exóticos.Este artigo tem como objetivo analisar que representações sobre a África e os africanos são divulgadas pelos filmes infantis de animação Madagascar 1 e 2. Com inspiração na vertente pós-estruturalista dos estudos culturais em educação, considera-se que esses filmes exercem uma pedagogia cultural, a qual ensina e constrói representações desse continente. O argumento desenvolvido é o de que esses filmes, ao representarem a África, atualizam o binarismo entre natureza e cultura, associando a África à natureza e as grandes metrópoles à cultura. Nesse processo, o polo natural é considerado inferior ao polo cultural. Por meio de relações de poder desiguais, aqueles que habitam o continente africano também são considerados inferiores aos habitantes de outras regiões. Dessa forma, os filmes se inserem em um longo processo performativo que repete representações historicamente construídas sobre a África, as quais a situam como um continente exclusivamente selvagem, perigoso e habitado por seres exóticos.Editora da PUCRS - ediPUCRS2014-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1644510.15448/1981-2582.2014.2.16445Educação; Vol. 37 No. 2 (2014); 317-324Educação; Vol. 37 Núm. 2 (2014); 317-324Educação; v. 37 n. 2 (2014); 317-3241981-25820101-465X10.15448/1981-2582.2014.2reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/16445/11744Caldeira, Maria Carolina da Silvainfo:eu-repo/semantics/openAccess2021-09-14T18:35:21Zoai:ojs.revistaseletronicas.pucrs.br:article/16445Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:35:21Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Africa in children’s films: an analysis of Madagascar África en películas infantiles: un análisis de Madagascar A África nos filmes infantis: uma análise de Madagascar |
title |
Africa in children’s films: an analysis of Madagascar |
spellingShingle |
Africa in children’s films: an analysis of Madagascar Caldeira, Maria Carolina da Silva Africa. Representation. Cultural pedagogy. Cultural studies. África. Representação. Pedagogia cultural. Estudos culturais. África. Representación. Pedagogía cultural. Los estudios culturales. |
title_short |
Africa in children’s films: an analysis of Madagascar |
title_full |
Africa in children’s films: an analysis of Madagascar |
title_fullStr |
Africa in children’s films: an analysis of Madagascar |
title_full_unstemmed |
Africa in children’s films: an analysis of Madagascar |
title_sort |
Africa in children’s films: an analysis of Madagascar |
author |
Caldeira, Maria Carolina da Silva |
author_facet |
Caldeira, Maria Carolina da Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Caldeira, Maria Carolina da Silva |
dc.subject.por.fl_str_mv |
Africa. Representation. Cultural pedagogy. Cultural studies. África. Representação. Pedagogia cultural. Estudos culturais. África. Representación. Pedagogía cultural. Los estudios culturales. |
topic |
Africa. Representation. Cultural pedagogy. Cultural studies. África. Representação. Pedagogia cultural. Estudos culturais. África. Representación. Pedagogía cultural. Los estudios culturales. |
description |
This Article has as objective to analyze which Africa and the Africans representations are disclosed by children’s films animation Madagascar 1 and 2. Inspired by the strand post-structuralist analysis of cultural studies in education, it is considered that these movies exert a cultural pedagogy, which teaches and builds representations of this continent. The argument developed is that these movies, to represent Africa, update the dual between nature and culture, associating Africa to the nature and the large metropolises to culture. In this process, the natural pole is considered inferior to the cultural pole. Through unequal power relationships, those who inhabit this continent are also considered lower than the inhabitants of other regions. In this way, the films fall in a long performative process that repeats representations historically constructed about Africa, which are located as a continent exclusively wild, dangerous and inhabited by exotic beings. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-08-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/16445 10.15448/1981-2582.2014.2.16445 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/16445 |
identifier_str_mv |
10.15448/1981-2582.2014.2.16445 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/16445/11744 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 37 No. 2 (2014); 317-324 Educação; Vol. 37 Núm. 2 (2014); 317-324 Educação; v. 37 n. 2 (2014); 317-324 1981-2582 0101-465X 10.15448/1981-2582.2014.2 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
_version_ |
1799128744179269632 |