O que pode o gênero no cinema? Efeitos deformativos no currículo escolar
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/28958 |
Resumo: | This research scribbles, deforms and waves to the insurgencies of the body in the face of alternatives composed of the triad of gender, cinema and Deformation that weave together with this writing the following problem: what are the ways of thinking about teacher deformation as an educational policy crossed by cinema and by questions of gender and sexuality? A guiding question that will be diluted in relation to the following objectives: to analyze discourses about the potential of gender and sexuality studies in education; understand the ways in which cinema relates and activates the performativities of bodies; to produce a Cinematographic Curatorial Portfolio that points to corporeal experimentation and provides alternatives for access to the cinema, being able to re/create its effects in the school and in the teacher's deformation; make the notion of deformation work as a political strategy for revising, deconstructing and transgressing practices and existences in teaching. That said, it should be noted that the DEformative notion operated in this dissertation writing from the methodological camera of sociopoetics, which triggers the bodies involved in the research process, considers their cultural, social, political knowledge and other experiences with the world, that is, recognizes that research is not solitary, suspended from relationships with participants. Tensioning the notion of Deformation is perhaps a (RE)thinking of what we choose as “truth” and fabricating other possibilities is to put oneself back on the path of the unknown and be willing to intend “knowledge” in the midst of the discursive game of cinema and gender. Thus, it is concluded that the teacher's deformation echoed at various times between the lines of this writing, legitimizing the active bodies of teachers. To speak of deformation is to extend beyond bodies, to overflow and blur a curricular culture that permeates the school terrain; to deform is to doubt yourself, your conceptions and truths; it is to envision other possibilities that allow us to look at what is different. With that, cinema can be an interesting device in this endeavor. After all, what of me does art-cinema trigger from myself? |
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O que pode o gênero no cinema? Efeitos deformativos no currículo escolarWhat can gender in cinema do? Deformative effects on the school curriculumGênero e sexualidadeCinemaPolítica educativaDeformação docenteGender and sexualityMovie theaterEducation policyTeacher deformationCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research scribbles, deforms and waves to the insurgencies of the body in the face of alternatives composed of the triad of gender, cinema and Deformation that weave together with this writing the following problem: what are the ways of thinking about teacher deformation as an educational policy crossed by cinema and by questions of gender and sexuality? A guiding question that will be diluted in relation to the following objectives: to analyze discourses about the potential of gender and sexuality studies in education; understand the ways in which cinema relates and activates the performativities of bodies; to produce a Cinematographic Curatorial Portfolio that points to corporeal experimentation and provides alternatives for access to the cinema, being able to re/create its effects in the school and in the teacher's deformation; make the notion of deformation work as a political strategy for revising, deconstructing and transgressing practices and existences in teaching. That said, it should be noted that the DEformative notion operated in this dissertation writing from the methodological camera of sociopoetics, which triggers the bodies involved in the research process, considers their cultural, social, political knowledge and other experiences with the world, that is, recognizes that research is not solitary, suspended from relationships with participants. Tensioning the notion of Deformation is perhaps a (RE)thinking of what we choose as “truth” and fabricating other possibilities is to put oneself back on the path of the unknown and be willing to intend “knowledge” in the midst of the discursive game of cinema and gender. Thus, it is concluded that the teacher's deformation echoed at various times between the lines of this writing, legitimizing the active bodies of teachers. To speak of deformation is to extend beyond bodies, to overflow and blur a curricular culture that permeates the school terrain; to deform is to doubt yourself, your conceptions and truths; it is to envision other possibilities that allow us to look at what is different. With that, cinema can be an interesting device in this endeavor. After all, what of me does art-cinema trigger from myself?Esta pesquisa rabisca, deforma e acena para as insurgências do corpo diante de alternativas compostas pela tríade gênero, cinema e Deformação que tecem junto a esta escrita a seguinte problemática: quais os modos de pensar a deformação docente como política educativa atravessada pelo cinema e por questões de gênero e sexualidade? Questão balizadora que irá ser diluída em relação aos seguintes objetivos: analisar discursos acerca das potencialidades dos estudos de gênero e sexualidade na educação; compreender os modos de o cinema relacionar e acionar performatividades dos corpos; produzir um Portfólio Curatorial Cinematográfico que acene para experimentações corpóreas e disponibilize alternativas de acesso ao cinema, podendo re/criar seus efeitos na escola e na deformação docente; fazer funcionar a noção de deformação como uma estratégia política de revisão, desconstrução e transgressão de práticas e existências na docência. Posto isso, convém salientar que a noção DEformativa operada nesta escrita dissertativa a partir da câmera metodológica da sociopoética, a qual aciona os corpos envolvidos no processo da pesquisa, considera seus saberes culturais, sociais, políticos e demais experiências com o mundo, ou seja, reconhece que a pesquisa não é solitária, suspensa das relações com os participantes. Tencionar a noção de Deformação talvez seja um (RE)pensar aquilo que elegemos como “verdade” e fabricar outras possibilidades é colocar-se novamente na via do desconhecido e estar disposto a tencionar o “saber” em meio ao jogo discursivo do cinema e do gênero. Desse modo, conclui-se que a deformação docente ecoou em vários momentos entre as linhas desta escrita, legitimando os corpos ativos dos/as docentes. Falar na deformação é estender-se para além dos corpos, transbordar e borrar uma cultura curricular que perpassa o terreno escolar; deformar-se é duvidar de si, de suas concepções e verdades; é vislumbrar possibilidades outras que permitem olhar o diferente. Com isso, o cinema pode ser um dispositivo interessante nessa empreitada. Afinal, o que de mim a arte-cinema aciona de mim mesmo?Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoCosta, Joacir Marques dahttp://lattes.cnpq.br/4415592608164551Miranda, Eduardo OliveiraPossa, Leandra BôerSilva, Rafael Lesses da2023-05-04T13:42:37Z2023-05-04T13:42:37Z2023-01-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/28958porAttribution-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:UFSM2023-05-04T13:42:38Zoai:repositorio.ufsm.br:1/28958Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-05-04T13:42:38Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar What can gender in cinema do? Deformative effects on the school curriculum |
title |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
spellingShingle |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar Silva, Rafael Lesses da Gênero e sexualidade Cinema Política educativa Deformação docente Gender and sexuality Movie theater Education policy Teacher deformation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
title_full |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
title_fullStr |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
title_full_unstemmed |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
title_sort |
O que pode o gênero no cinema? Efeitos deformativos no currículo escolar |
author |
Silva, Rafael Lesses da |
author_facet |
Silva, Rafael Lesses da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Costa, Joacir Marques da http://lattes.cnpq.br/4415592608164551 Miranda, Eduardo Oliveira Possa, Leandra Bôer |
dc.contributor.author.fl_str_mv |
Silva, Rafael Lesses da |
dc.subject.por.fl_str_mv |
Gênero e sexualidade Cinema Política educativa Deformação docente Gender and sexuality Movie theater Education policy Teacher deformation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Gênero e sexualidade Cinema Política educativa Deformação docente Gender and sexuality Movie theater Education policy Teacher deformation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research scribbles, deforms and waves to the insurgencies of the body in the face of alternatives composed of the triad of gender, cinema and Deformation that weave together with this writing the following problem: what are the ways of thinking about teacher deformation as an educational policy crossed by cinema and by questions of gender and sexuality? A guiding question that will be diluted in relation to the following objectives: to analyze discourses about the potential of gender and sexuality studies in education; understand the ways in which cinema relates and activates the performativities of bodies; to produce a Cinematographic Curatorial Portfolio that points to corporeal experimentation and provides alternatives for access to the cinema, being able to re/create its effects in the school and in the teacher's deformation; make the notion of deformation work as a political strategy for revising, deconstructing and transgressing practices and existences in teaching. That said, it should be noted that the DEformative notion operated in this dissertation writing from the methodological camera of sociopoetics, which triggers the bodies involved in the research process, considers their cultural, social, political knowledge and other experiences with the world, that is, recognizes that research is not solitary, suspended from relationships with participants. Tensioning the notion of Deformation is perhaps a (RE)thinking of what we choose as “truth” and fabricating other possibilities is to put oneself back on the path of the unknown and be willing to intend “knowledge” in the midst of the discursive game of cinema and gender. Thus, it is concluded that the teacher's deformation echoed at various times between the lines of this writing, legitimizing the active bodies of teachers. To speak of deformation is to extend beyond bodies, to overflow and blur a curricular culture that permeates the school terrain; to deform is to doubt yourself, your conceptions and truths; it is to envision other possibilities that allow us to look at what is different. With that, cinema can be an interesting device in this endeavor. After all, what of me does art-cinema trigger from myself? |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-04T13:42:37Z 2023-05-04T13:42:37Z 2023-01-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/28958 |
url |
http://repositorio.ufsm.br/handle/1/28958 |
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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/ |
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openAccess |
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application/pdf |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional 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 |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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