| dc.description.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. | |
