Imaginários e experiências formadoras: o cinema vai à escola
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/28211 |
Resumo: | This Master thesis is part of the line research I: Education, Professional Development of the Program of Master’s Degree in Education of the Federal University of Santa Maria. The purpose of this research was to understand the basic education teachers’ imaginary significations about cinema and how it makes part in their education (ethical – aesthetic) as a professional. Within this context, a group which watched cinema and discussed about teaching education was formed. This study has tried to comprehend in which way teachers create, relate and use their projects and activities with the cinema at school and in their classroom. Beyond that, it has also analysed if the cinema could be a continuing education device. The metodology used was the qualitative approach with emphasis on narratives of the teachers invited to be part of the work, through the production of a diary. The theoretical support was based on contributions by Castoriadis (1982) and Oliveira (2011), with studies about Social Imaginary; in the teaching education field, authors such as Nóvoa (2009), Ferry (2008) e Souto. Regarding cinema and Education, the contributions of Duarte (2002), Fantin (2011), Morin (2014) and Valle (2014). The data analysis was also based on the contributions of the hermeneuthic and the Social Imaginary which helped in the search of the senses and meanings in teaching education through cinema. However, through the research we could understand that cinema brings a new perspective in teaching education. It was concluded that teachers’ imaginary significations about cinema and continuing education at school, still cause the teachers some strangeness because they do not make part of the teacher’s school routine and are different of the formation they are used to have. Regarding time and changes, teachers show themselves resistant to everything that is not planned, which also reflects on school, when there are changes in Education. The study showed that teachers only use cinema in their classroom as soon as it starts being part of their lives. This work exposes the importance of having at school a continuing education place mediated by cinema, where teachers can talk about their school life, share there joys and angsts and also discuss about their disappointing professional development caused by the lack of investment and disregard from the leaders. Beyond that, they understand that the aesthetic education instigates, disturbs and unsettles, leading to a more reflective teacher concerning his well-being in life and at work. |
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Imaginários e experiências formadoras: o cinema vai à escolaImaginaries and formative experiences: the cinema goes to schoolFormação docenteCinemaEducaçãoImaginário socialEducação básicaTeaching educationEducationSocial imaginaryBasic educationCNPQ::CIENCIAS HUMANAS::EDUCACAOThis Master thesis is part of the line research I: Education, Professional Development of the Program of Master’s Degree in Education of the Federal University of Santa Maria. The purpose of this research was to understand the basic education teachers’ imaginary significations about cinema and how it makes part in their education (ethical – aesthetic) as a professional. Within this context, a group which watched cinema and discussed about teaching education was formed. This study has tried to comprehend in which way teachers create, relate and use their projects and activities with the cinema at school and in their classroom. Beyond that, it has also analysed if the cinema could be a continuing education device. The metodology used was the qualitative approach with emphasis on narratives of the teachers invited to be part of the work, through the production of a diary. The theoretical support was based on contributions by Castoriadis (1982) and Oliveira (2011), with studies about Social Imaginary; in the teaching education field, authors such as Nóvoa (2009), Ferry (2008) e Souto. Regarding cinema and Education, the contributions of Duarte (2002), Fantin (2011), Morin (2014) and Valle (2014). The data analysis was also based on the contributions of the hermeneuthic and the Social Imaginary which helped in the search of the senses and meanings in teaching education through cinema. However, through the research we could understand that cinema brings a new perspective in teaching education. It was concluded that teachers’ imaginary significations about cinema and continuing education at school, still cause the teachers some strangeness because they do not make part of the teacher’s school routine and are different of the formation they are used to have. Regarding time and changes, teachers show themselves resistant to everything that is not planned, which also reflects on school, when there are changes in Education. The study showed that teachers only use cinema in their classroom as soon as it starts being part of their lives. This work exposes the importance of having at school a continuing education place mediated by cinema, where teachers can talk about their school life, share there joys and angsts and also discuss about their disappointing professional development caused by the lack of investment and disregard from the leaders. Beyond that, they understand that the aesthetic education instigates, disturbs and unsettles, leading to a more reflective teacher concerning his well-being in life and at work.Esta dissertação de Mestrado insere-se na linha de pesquisa I: Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. A pesquisa tem o objetivo de compreender as significações Imaginárias dos professores da educação básica sobre cinema e como este se insere na sua formação (ético-estética) enquanto docentes. Nesse contexto, objetivou-se a formação de um grupo que assistiu filmes e discutiu formação docente. A pesquisa buscou compreender de que maneira os docentes concebem, relacionam e vivenciam seus projetos e atividades com o cinema na escola e na sala de aula; além de verificar se o cinema pode ser um dispositivo de formação continuada. Para compor a pesquisa, a metodologia utilizada foi qualitativa, com ênfase nas narrativas das professoras convidadas a fazer parte do trabalho, através da feitura de um diário. Como aporte teórico, as contribuições de Castoriadis (1982) e Oliveira (2011), no que se refere ao estudo do Imaginário Social, no campo da formação de professores, autores como Nóvoa (2009), Ferry (2008) e Souto. Na relação com cinema e Educação, as contribuições de Duarte (2002), Fantin (2008), Morin (2014) e Valle (2014). Como base para análise dos dados, tivemos as contribuições da hermenêutica e do Imaginário Social, que auxiliaram na busca dos sentidos e significados da formação desses docentes, tendo como dispositivo o cinema. Contudo, através da pesquisa, compreendemos que o cinema, como dispositivo, propõe uma nova perspectiva de formação docente. Concluímos que as significações imaginárias dos professores sobre cinema e formação continuada no espaço da escola ainda causa certo estranhamento, por se mostrar algo fora do seu cotidiano e diferente das formações em que estão acostumados a participar. Em relação ao tempo e às mudanças, os docentes se mostram resistentes a tudo que não é planejado, questão que se reflete no espaço escolar frente às transformações na Educação. A pesquisa revelou que os professores utilizam o cinema em sua sala de aula a partir do momento que este faz parte de sua vida. Este trabalho expôs a importância de um espaço de formação continuada mediada pelo dispositivo cinema dentro do espaço escolar, para que o professor possa discutir temas mais específicos a sua vida docente, junto aos colegas que compartilham das mesmas alegrias e angústias, podendo discutir a sua relação com a docência e os problemas diários da escola. Além disso, para que possa compreender que a formação estética provoca, perturba e desacomoda, fazendo com o professor reflita sobre seu estar na vida e na docência.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Fantin, MonicaDalla Valle, LutiereCanton, Fabiane Raquel2023-03-15T15:02:21Z2023-03-15T15:02:21Z2016-08-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/28211porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-03-15T15:02:21Zoai:repositorio.ufsm.br:1/28211Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-03-15T15:02:21Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Imaginários e experiências formadoras: o cinema vai à escola Imaginaries and formative experiences: the cinema goes to school |
title |
Imaginários e experiências formadoras: o cinema vai à escola |
spellingShingle |
Imaginários e experiências formadoras: o cinema vai à escola Canton, Fabiane Raquel Formação docente Cinema Educação Imaginário social Educação básica Teaching education Education Social imaginary Basic education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Imaginários e experiências formadoras: o cinema vai à escola |
title_full |
Imaginários e experiências formadoras: o cinema vai à escola |
title_fullStr |
Imaginários e experiências formadoras: o cinema vai à escola |
title_full_unstemmed |
Imaginários e experiências formadoras: o cinema vai à escola |
title_sort |
Imaginários e experiências formadoras: o cinema vai à escola |
author |
Canton, Fabiane Raquel |
author_facet |
Canton, Fabiane Raquel |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Valeska Maria Fortes de http://lattes.cnpq.br/3628223248832085 Fantin, Monica Dalla Valle, Lutiere |
dc.contributor.author.fl_str_mv |
Canton, Fabiane Raquel |
dc.subject.por.fl_str_mv |
Formação docente Cinema Educação Imaginário social Educação básica Teaching education Education Social imaginary Basic education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação docente Cinema Educação Imaginário social Educação básica Teaching education Education Social imaginary Basic education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Master thesis is part of the line research I: Education, Professional Development of the Program of Master’s Degree in Education of the Federal University of Santa Maria. The purpose of this research was to understand the basic education teachers’ imaginary significations about cinema and how it makes part in their education (ethical – aesthetic) as a professional. Within this context, a group which watched cinema and discussed about teaching education was formed. This study has tried to comprehend in which way teachers create, relate and use their projects and activities with the cinema at school and in their classroom. Beyond that, it has also analysed if the cinema could be a continuing education device. The metodology used was the qualitative approach with emphasis on narratives of the teachers invited to be part of the work, through the production of a diary. The theoretical support was based on contributions by Castoriadis (1982) and Oliveira (2011), with studies about Social Imaginary; in the teaching education field, authors such as Nóvoa (2009), Ferry (2008) e Souto. Regarding cinema and Education, the contributions of Duarte (2002), Fantin (2011), Morin (2014) and Valle (2014). The data analysis was also based on the contributions of the hermeneuthic and the Social Imaginary which helped in the search of the senses and meanings in teaching education through cinema. However, through the research we could understand that cinema brings a new perspective in teaching education. It was concluded that teachers’ imaginary significations about cinema and continuing education at school, still cause the teachers some strangeness because they do not make part of the teacher’s school routine and are different of the formation they are used to have. Regarding time and changes, teachers show themselves resistant to everything that is not planned, which also reflects on school, when there are changes in Education. The study showed that teachers only use cinema in their classroom as soon as it starts being part of their lives. This work exposes the importance of having at school a continuing education place mediated by cinema, where teachers can talk about their school life, share there joys and angsts and also discuss about their disappointing professional development caused by the lack of investment and disregard from the leaders. Beyond that, they understand that the aesthetic education instigates, disturbs and unsettles, leading to a more reflective teacher concerning his well-being in life and at work. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-08-30 2023-03-15T15:02:21Z 2023-03-15T15:02:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/28211 |
url |
http://repositorio.ufsm.br/handle/1/28211 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922160088186880 |