Em cena: professores diante da violência na escola pelas lentes do cinema

• Autor(a) principal: Bonneau, Ana Paula Buzetto
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4761
• topic: Cinema; Violência na escola; Representação; Docente; Gestão de conflitos; Cinema; Violence in school; Representation; Teacher; Conflict management; CNPQ::CIENCIAS HUMANAS::EDUCACAO

ABSTRACT It is analyzed through the films The Wave (2008) and Freedom Writers (2007), how the cinema represents teachers in situations of violence at school and its educational management of this phenomenon. To this end, it is presented the image that the cinematography creates about the teacher, the educational institution where he/she works and other agents who are all directly or indirectly involved in conflict situations displayed. It is argued that the Hollywood film industry reproduces representations in which the teacher is primarily, if not exclusively, responsible for solving the conflicts, approaching his/her image to the image of a hero/heroine. Methodologically, the selection criteria of the films were the easy access to them, which should have a commercial appeal and violence in school as a central issue, as well as presenting stories based on real facts but with opposite outcomes. To select the scenes, it was used the method of decoupage and, afterwards, the comparison between them. The films were compared taking into consideration the following categories: the representation of the teacher (as the protagonist), the representation of the students, the representation of the school and the representation of violence and its management by the protagonist. From the theoretical point of view, some authors, such as Turner (1997), Fabris (1999, 2005, 2008), Duarte (2002) and Giroux (1996), contributed to understand the barrier that separates the research in areas like communication and education; these author s theories were the basis for composing the methodological path. Many concepts and theories have been articulated: the concepts of address (ELLSWORTH, 2001), the order of discourse (FOUCAULT, 2006) and the representation as a practice of meaning (HALL, 1997); considerations on contemporary school (COSTA, 1998, 2004, 2006), the philosophical debate on the status and history of violence (ARENDT, 1964, 1998; BOURDIEU; PASSERON, 2009; HOBBES, 1977, MAQUIAVEL, 2000), the representations of violence in Hollywood cinema (BERNARDET, 2009; VIRILIO, 2005); scientific knowledge about violence at school (ABRAMOVAY; RUA, 2002; CHARLOT, 1983, 2002; DEBARBIEUX, 1998; DEBARBIEUX; DEUSPIENNE, 2003). These studies were sources to present the scientific discourse about violence in school, a counterpoint to substantiate the analysis and discussion of the cinematographic discourse about the role of teachers when facing violence at school.