Cinema e ensino de história : o uso pedagógico de filmes no contexto escolar e a experiência formativa possibilitada aos discentes

• Autor(a) principal: Santos, José Douglas Alves dos
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/4784
• topic: Educação; Cinema na educação; Aprendizagem; Cinema; Ensino de história; Experiência estética; Processo formativo; Education; History teaching; Aesthetic experience; Formative process; Learning; CIENCIAS HUMANAS::EDUCACAO

This research aimed to identify and analyze the pedagogical use of cinema in High School history class and the formative experience with film enabled to students. This discussion concerning film in a perspective that regards it as a text which when accessed provides an experience that is not restricted to the cognitive sphere, since it acts in the range of human sensibilities, contributing to students’ formative process. This is a qualitative research based on concrete social phenomenon – the use of film in the classroom and their contribution to the educational process of students. The study is delimited to two classes of the 3rd year of high school in an institution of the federal public schools, with forty-seven students, but only fifteen students who participated in the interviews, divided into five groups. The text is divided into three sections: introduction, justification and adopted methodological procedures, in order to approach the relevance of the theme to the educational process and present the paths taken that led to the production of this study; the second section, in turn, focus on cinema in the school context and the pedagogical use of films from the answers obtained from the surveys and the students stories about this discussion; the section terminating this work includes a reflection on the aesthetic experience that the movies enable, highlighting the contribution and relevance of the seventh art in the scholars formative process also identified through their narratives. We consider, based on data obtained, the films provide a meaningful experience for students, and when used in the classroom contribute greatly to the assimilation and learning of the contents studied. In the experiments produced by the Cinema in relation to the young people participants of our study, we realize that the film allowed the articulation of other knowledge that not only the studied discipline, involving them in an intersubjective game that has the potential to transform the participant subjects. It also allows they realize in the film some elements that guide their worldview beyond the school curriculum, taking into account the subjects and the realities that encompass that knowledge learned.