Imaginários e experiências formadoras: o cinema vai à escola

Abstract

This Master thesis is part of the line research I: Education, Professional Development of the Program of Master’s Degree in Education of the Federal University of Santa Maria. The purpose of this research was to understand the basic education teachers’ imaginary significations about cinema and how it makes part in their education (ethical – aesthetic) as a professional. Within this context, a group which watched cinema and discussed about teaching education was formed. This study has tried to comprehend in which way teachers create, relate and use their projects and activities with the cinema at school and in their classroom. Beyond that, it has also analysed if the cinema could be a continuing education device. The metodology used was the qualitative approach with emphasis on narratives of the teachers invited to be part of the work, through the production of a diary. The theoretical support was based on contributions by Castoriadis (1982) and Oliveira (2011), with studies about Social Imaginary; in the teaching education field, authors such as Nóvoa (2009), Ferry (2008) e Souto. Regarding cinema and Education, the contributions of Duarte (2002), Fantin (2011), Morin (2014) and Valle (2014). The data analysis was also based on the contributions of the hermeneuthic and the Social Imaginary which helped in the search of the senses and meanings in teaching education through cinema. However, through the research we could understand that cinema brings a new perspective in teaching education. It was concluded that teachers’ imaginary significations about cinema and continuing education at school, still cause the teachers some strangeness because they do not make part of the teacher’s school routine and are different of the formation they are used to have. Regarding time and changes, teachers show themselves resistant to everything that is not planned, which also reflects on school, when there are changes in Education. The study showed that teachers only use cinema in their classroom as soon as it starts being part of their lives. This work exposes the importance of having at school a continuing education place mediated by cinema, where teachers can talk about their school life, share there joys and angsts and also discuss about their disappointing professional development caused by the lack of investment and disregard from the leaders. Beyond that, they understand that the aesthetic education instigates, disturbs and unsettles, leading to a more reflective teacher concerning his well-being in life and at work.