Educações menores em HIV/aids: o que pode a educação em ciências e biologia em cartografias audiovisuais?

• Autor(a) principal: Sales, Tiago Amaral
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/36208; http://doi.org/10.14393/ufu.te.2022.468
• topic: Cartografia; Cartography; Cinema; Cinema; Educação em Ciências e Biologia; Science and Biology Education; HIV/Aids; HIV/AIDS; Territórios Pandêmicos; Pandemic Territories; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Ciência no cinema; AIDS (Doença)

This thesis seeks, from the cartography of audiovisual productions, to be involved in the mobilization of minor education in HIV/AIDS and to think about what an education in science and biology can do through the writings arising from the encounter between the researcher and the films. It is theoretically and epistemologically based on the philosophies of difference, especially on the contribution of Gilles Deleuze, Félix Guattari and Michel Foucault, insofar as a toolbox is articulated that makes it possible to think about multiple concepts, as in the methodological issues of cartography, education, policies around life, the body, desire and the HIV/AIDS pandemic. To this end, three films are listed – the Brazilian documentary Carta para Além dos Muros (2019), the American documentary How to survive a plague (2012) and the French film 120 Beats per Minute (2017) – which are engendered from the central theme of HIV and AIDS. From the audiovisual compositions, attention is paid to the ways of narrating the HIV/AIDS pandemic through images and sounds, to the pedagogies produced by them, to the tensions between scientific discourses and practices, production of subjectivity and difference. Through the films and the possible educations from them, narratives are weaved that are made in the connections between sciences, arts and philosophies. Pandemic territories are mobilized, above all, from HIV/AIDS, but they are also connected with the emergence of Sars-Cov-2, since the thesis was produced amid the peak of the spread of covid-19 and bears the marks of both pandemics, mobilizing and connecting perceptions of each. It is understood that audiovisual creations move pedagogies, produce ways of learning and can also be a starting point for teaching. The political, militant and collective dimension of minor education is listed based on audiovisual cartographies and related to issues surrounding HIV and AIDS. Such research dialogues with the field of science and biology education, realizing that such films permeate scientific issues in their narratives, such as those related to the HIV/AIDS pandemic, insofar as they also have the power to educate. From the audiovisual cartographies, we seek to find clues on how to infect science and biology education, so aligned with biomedical discourses, the aseptic logics of the body and desire, with other ways of dealing with such issues, with human-virus relations, with life, pleasure, illness and death, rehearsing possible deconstructions of stigmas and establishing territories that can permeate, crack and establish curricula, subjects, classes and teaching practices that are porous to difference and multiplicity. It is noticed that, by mobilizing such themes, the films, by touching the larger scientific and biomedical narratives, also fracture them, allowing gaps in such discourses and practices, for as they engender other ways of narrating a pandemic, through the dimensions of the force of life, of collective struggle, of desire, even in the midst of the dimension of illness, fear and death. Finally, an essay-manifest is drawn up about what minor education in HIV/AIDS can.