Professores em formação à distância : uma reflexão sobre os processos de escritura e de leitura dos textos cinematográficos para TV

• Autor(a) principal: Inerelli, Carla Cristina de Mello
• Data de Publicação: 2005
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10495
• topic: Continuous formation; The cinematrographic text; Long-distance education; Formação continuada; Texto cinematrográfico; Educação à distância; Educação; Professores - Formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The main purpose of this research is to permit us to think about the construction process and the tecture process of the cinematographic text. We tried to investigate specifically the impact of such text in a system of teachers continuous formation. To do that, we took the Brazilian TV program called Salto para o Futuro as a study object. In that sense, the cinematographic text isnside this investigation was, at the same time, the starting point and the finish line, as by the readers words we tried to make clear the lecture process. Starting from the chosen material we tried to establish some relationships between the writing and the lecture processes in the cinematographic text. This over passes the form they - the process - are usually conceived, generally having the reception of these videos as the form of this discussion, and not something intrinsic to itself or the definition as didactic video. To accomplish that challenge we fell back upon the theorical referential of the mass culture, of long-distance education and of teachers formation. We tried specifically to argue about the writing process and the lecture process in the cinematographic text produced in Salto para o Futuro . Then, we made interviews with the writers, and a questionnaire to the teachers, taking those questions as the main concern. For that, we interviewed the Production Team of Salto para o Futuro as well as the teachers who participate in that program. We prepared interviews with questions that would lead the producers to speak. The teachers were asked to answer questions on a sheet of paper through a questionnaire. Throughout these methods they would be involved in both: the writing process as much as the lecture process of those videos that are produced and transmitted in this program. Throughout the interviewees opinions we visualized some subjects that, in spite of being specific of this program, we considered them important to contribute to a reflection about the writing and the lecture of the cinematographic text in educational programs, although it is our first step in this discussion. Concerning the work between the Communications Tean and the Education Team, that research revealed there is a necessity for an real interaction among educators, producers and journalist, and a larger sharing of their knowledge among themselves, allowing the construction of a creation space in those programs. In such space professionals must include, during their work activities, a permanent criticism of the sense of its work in a program of teachers formation. Concerning the writing and the lecture processes in the cinematographic text, this work indicates that the cinematographic texts for educational program should incorporate in its writing (production), a aesthetic dimension , an opening, an invitation so that the professor/reader is instigated to participate in the narrated story, provoking him/her to do his/her own one, considering both what is being cited and what is implicit, I.E., the visible and hidden thing. During tha research it was possible to verify the importance of incorporating a reflexive dimension in both processes: writing and reading. This dimension would clash against the instructional model that supports many long-distance education projects and is based in its principles, such as the respect for the learning rhythm and the construction of the autonomy. A challenge for everybody who is directly or indirectly involved in that work