Percorrendo fronteiras e ultrapassando limites: o uso da análise fílmica como potencialidade no ensino de geografia

• Ano de defesa: 2016
• Autor(a) principal: Daniel Moreira de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino de geografia; Aprendizagem significativa; Cinema; Geografia Estudo e ensino; Cinema na educação
• Link de acesso: http://hdl.handle.net/1843/EQVA-BBXF2Y

The objective of this research is to analyze the potential of film analysis in geography teaching. Adopting the category of border to analyse, we seek through the stylistic functions of the language of cinema (in this case, framing, art direction and camera movements) to analyze whether it potentiates the teaching of the category border in the classroom. Following the assumptions of Meaningful Learning and adopting intervention instruments of action research, we sought to elucidate whether the students of the second year of the environment degree in high-technical education of the Federal Center of Technological Education of Minas Gerais (CEFET-MG) potentiated their knowledge of the border concept by using film analysis. The first intervention consisted in the application of a research tool to understand what the previous knowledge of students about what is border was and stylistic functions of the language of cinema. The second was the offering of a movie workshop to enhance the knowledge of students about film analysis. The third and fourth interventions were viewing the films "Goodbye Lenin" and "The Neighboring Sounds" respectively, so that students would use, through the functions of the language of cinema, their knowledge to identify the border contained in the films. The fifth and final intervention was intended at systemizing the discussions and the reapplication of the research tool to assess whether any changes occurred in their border knowledge through film analysis. We can say that there was a widening of subsumers-border by the students and, in some cases, there was a reinterpretation of what conceptualized border before the intervention, thus proving the effectiveness of film analysis as potentiator of geography teaching.