Cinema e educação: interfaces, conceitos e práticas docentes
Autor(a) principal: | |
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Data de Publicação: | 2002 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14274 |
Resumo: | This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a naïve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this project |
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Felipe, Marcos Auréliohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777600E3http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798285U5Tavares, Otávio Augusto de AraújoPires, João Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700061P6Alves, Jefferson Fernandeshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6Rocha, Raimundo Nonato Araújo dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723382T8Andrade, Arnon Alberto Mascarenhas de2014-12-17T14:36:10Z2006-09-192014-12-17T14:36:10Z2002-02-11FELIPE, Marcos Aurélio. Cinema e educação :interfaces, conceitos e práticas docentes. 2002. 204 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2002.https://repositorio.ufrn.br/jspui/handle/123456789/14274This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a naïve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this projectEste trabalho perpassa o campo interfacial cinema, história e educação. Tomamos como objeto o potencial epistemológico do cinema no âmbito educacional, especificamente o uso de filmes na prática dos professores de história e em processos educativos que participamos como formador. Nosso objetivo é mapear, inicialmente, o conhecimento em torno dessa utilização para buscar uma síntese epistêmica e sua aplicação empírica. Do ponto de vista metodológico, utilizamos diversas perspectivas: (a) questionário com os sujeitos educadores; (b) observação de práticas docentes e circunstâncias formativas; (c) análise fílmica e relação da epistemologia do cinema com a de outras áreas (inicialmente, a História e, depois, o Jornalismo). Nossa análise permitiu evidenciar o filme como categoria epistemológica-problematizadora, que torna o cinema uma tecnologia formadora e não apenas recurso tecnológico complementar e ilustrativo. Assim, identificamos que a restrição da função educacional do cinema vincula-se à restrição das categorias teóricas apenas em um aspecto interfacial: filme histórico como filme de época (no campo histórico) e filme sobre jornalismo como filme que aborda somente algum objeto do jornalismo (no campo jornalístico). Essas discussões ocorrem, conseqüentemente, no âmbito da natureza dos gêneros do cinema (ficção e documentário), compreendidos aquém de suas possibilidades epistemológicas e ampliadas nesta pesquisa quando analisamos a confluência entre ficção e realidade. As reflexões sobre práticas educativas e em formação relacionadas ao cinema ocorreram em três realidades empíricas: pesquisa com professores em atuação, práticas docentes e acompanhamento de estudantes de história. Vinculam-se, também, a nossa formação como docente e pesquisador, pois, ao analisar outras práticas, transformam-se, inevitavelmente, em sujeito e objeto deste trabalhoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCinemaHistóriaEducaçãoCinemaHistoryEducationCNPQ::CIENCIAS HUMANAS::EDUCACAOCinema e educação: interfaces, conceitos e práticas docentesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMarcosAF.pdfapplication/pdf803752https://repositorio.ufrn.br/bitstream/123456789/14274/1/MarcosAF.pdf7cdbdd438a085a78d59c63bb07739c26MD51TEXTMarcosAF.pdf.txtMarcosAF.pdf.txtExtracted texttext/plain317858https://repositorio.ufrn.br/bitstream/123456789/14274/6/MarcosAF.pdf.txteb7c0960ad58ca923a6be2378c2b2ee0MD56THUMBNAILMarcosAF.pdf.jpgMarcosAF.pdf.jpgIM Thumbnailimage/jpeg2765https://repositorio.ufrn.br/bitstream/123456789/14274/7/MarcosAF.pdf.jpg59495c6d24be057048b68859f33bbf75MD57123456789/142742017-11-01 13:55:04.341oai:https://repositorio.ufrn.br:123456789/14274Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T16:55:04Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Cinema e educação: interfaces, conceitos e práticas docentes |
title |
Cinema e educação: interfaces, conceitos e práticas docentes |
spellingShingle |
Cinema e educação: interfaces, conceitos e práticas docentes Felipe, Marcos Aurélio Cinema História Educação Cinema History Education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Cinema e educação: interfaces, conceitos e práticas docentes |
title_full |
Cinema e educação: interfaces, conceitos e práticas docentes |
title_fullStr |
Cinema e educação: interfaces, conceitos e práticas docentes |
title_full_unstemmed |
Cinema e educação: interfaces, conceitos e práticas docentes |
title_sort |
Cinema e educação: interfaces, conceitos e práticas docentes |
author |
Felipe, Marcos Aurélio |
author_facet |
Felipe, Marcos Aurélio |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777600E3 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798285U5 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Tavares, Otávio Augusto de Araújo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees2.pt_BR.fl_str_mv |
Pires, João Maria |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700061P6 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Alves, Jefferson Fernandes |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Rocha, Raimundo Nonato Araújo da |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723382T8 |
dc.contributor.author.fl_str_mv |
Felipe, Marcos Aurélio |
dc.contributor.advisor1.fl_str_mv |
Andrade, Arnon Alberto Mascarenhas de |
contributor_str_mv |
Andrade, Arnon Alberto Mascarenhas de |
dc.subject.por.fl_str_mv |
Cinema História Educação |
topic |
Cinema História Educação Cinema History Education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Cinema History Education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a naïve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this project |
publishDate |
2002 |
dc.date.issued.fl_str_mv |
2002-02-11 |
dc.date.available.fl_str_mv |
2006-09-19 2014-12-17T14:36:10Z |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:10Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FELIPE, Marcos Aurélio. Cinema e educação :interfaces, conceitos e práticas docentes. 2002. 204 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2002. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14274 |
identifier_str_mv |
FELIPE, Marcos Aurélio. Cinema e educação :interfaces, conceitos e práticas docentes. 2002. 204 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2002. |
url |
https://repositorio.ufrn.br/jspui/handle/123456789/14274 |
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por |
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openAccess |
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Universidade Federal do Rio Grande do Norte |
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Programa de Pós-Graduação em Educação |
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UFRN |
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BR |
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Universidade Federal do Rio Grande do Norte |
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