Educação e cinema : análise das representações de educação no filme Pink Floyd-The Wall (1982)

• Ano de defesa: 2021
• Autor(a) principal: Morais, Lucas Codorniz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Educação; Estudos culturais; Representação; Cinema; Juventudes; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Cultural studies; Representation; Movie theater; Youths
• Link de acesso: http://ri.ufmt.br/handle/1/3651

Education presents itself through countless possibilities and in different contexts. In this approach, the media become more and more objects of study and analysis. The media culture that permeates contemporary society helps to shape bodies and narratives, but at the same time they can become tools to enable resignifications and resistances. Through the Cultural Studies approach, it becomes possible to analyze countless perspectives and possibilities within the media spaces and a field that presents itself as an important research tool is the cinematographic universe. When emerging in modernity, cinema presents itself as a cultural artifact that educates people politically and socially through Cultural Pedagogies. Thus, it is important to understand how mechanisms operate through cinematographic language and representational relations. The work dialogues in this sense with some film scholars such as Elizabeth Ellsworth, Graeme Turner, Rosália Duarte, Francis Vanoye and Anne Goliot-lété. In this research, Alan Parker's film “Pink Floyd - The Wall” (1982) becomes an object of investigation to analyze and problematize the representations of youth and education within film and seeks to understand whether the film remains important to reflect education in current times. The dissertation presents some youth theorists such as Jon Savage, José Machado Pais and Juarez Dayrell and education as Carlos Rodrigues Brandão and Paulo Freire. The contributions of Douglas Kellner, Tomaz Tadeu Silva and Stuart Hall aim, through Cultural Studies, to present the results of the analyzes in the scenes that were selected during the research process in the film. In Foucault, the understanding of power relations aims to contribute to thinking about how these relations work and are represented in the film's school scenes. Some results highlighted in the work's considerations point out and reinforce the importance of the film to think about and problematize education in current times. This research is part of the Graduate Program in Education (PPGEdu/CUR/UFMT) on the campus of Rondonópolis-MT and is part of the research line Childhood, youth and contemporary culture: rights, policies and diversity.