Narrativas de experiências com o cinema: reflexões sobre uma trajetória docente em formação

• Ano de defesa: 2021
• Autor(a) principal: Valdenir Taveira Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: cinema e educação; experiência; processos de criação; narrativas (auto) biográficas; formação docente; Cinema na educação; Professores > Formação; Professores > Autobiografia; Documentário (Cinema) > Aspectos educacionais
• Link de acesso: http://hdl.handle.net/1843/44551; https://orcid.org/ 0000-0001-7142-2831

This research consists of an autobiographical investigation on the constitution of a teaching route in development of its author. This work aims to understand the lessons, understanding and knowledge which came from the experiences and creation processes with cinema and that are representative of the constitution of this teacher development. This investigation was based on two cinema workshops offered in two schools, in different periods of this route. Besides the workshops, a reflection upon the personal paths of working as an art educator in a museum and the experience of creation with documentary cinema was considered. Through a moving and processual methodological research proposal the main theoretical-methodological resource used was the domain of (auto)biographical narrative research in education, understood as a research-formation. As for theoretical support, the senses of experience in Jorge Larrosa (2002), the evidential paradigm in Carlo Ginzburg (1989) and the idea of a lesson suggested from the narrative in Walter Benjamin (1987) were considered. It was possible to configure narratives of experiences with cinema through the search for evidences of more significant experiences of this route. Based on that, it was possible to collect lessons and knowledge about the understanding of a development established in the relationship between teacher and student strengthen by the processes of creation with cinema in the school area. In addition, the film creation processes made it possible to reflect on the need for a free space-time, for the creation and (re)use of cinema and of the school's institutionalized space-time itself. Furthermore, this work contributes to the reflection of the importance and need of an aesthetic, ethical and political development of teachers, by providing new ways of looking at cinema and other ways of thinking about the relationship between cinema and education, in the scope of (auto)biographical narrative research.