Autodocumentário: ensino do documentário para uma investigação autobiográfica nas escolas
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Data
2023-05-05
Autores
Vecchio, Thabata [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objetivo a construção de uma proposta pedagógica a fim de contribuir com a democratização da linguagem do audiovisual nas escolas através do ensino do documentário, além de estimular narrativas pessoais por meio de produções autorais e biográficas dos estudantes. Buscou-se compreender a investigação autobiográfica como desenvolvimento de consciência crítica de existência, fomentando a percepção da própria história como documento importante para o conhecimento da história do mundo. Mediante a análise do termo “Autobiogeografia” de Manoela dos Anjos Afonso Rodrigues (2017), foi desenvolvido um material chamado “manual de autodocumentação” destinado a educadores interessados em abordar o tema no chão da escola. Este manual apresenta propostas de vivências práticas de registros audiovisuais que foram inspiradas na metodologia do Lentes Periféricas, coletivo de audiovisual formado em 2014 por jovens interessados em utilizar a linguagem como ferramenta de arte e crítica social. O coletivo propõe abordar diferentes temas acerca das periferias e de corpos periféricos, comuns às relações de seus próprios integrantes, assim como compreender a prática do cinema como uma das principais formas de aprendizagem e democratização da linguagem. Compreendeu-se como principais referências teóricas Rosalia Duarte (2002) e Adriana Fresquet (2013) para os estudos da relação do cinema com a escola; Bill Nichols (2005) nas especificidades da linguagem do documentário; Cezar Migliorin (2014) no compreender a prática do ensino do documentário e, Paulo Freire (1997) como fundamento dos processos de autonomia dos estudantes, supervalorizando a identidade e, potencializando-os como sujeitos críticos e pertencentes à sociedade ao investigar a sua própria história.
This work is aimed to build a pedagogical proposal looking forward to contributing to the democratization of the audiovisual language in schools through the teaching of documentaries, as well as promoting personal narratives throughout the authorial and biographical productions of the students. It was sought to understand autobiographical research as the development of a critical awareness of existence, fostering the perception of the personal own history as an important document for knowledge of world history. As of an analysis of the term “Autobioegrafia” by Manoela dos Anjos Afonso Rodrigues (2017), a material named “self-documentation manual” was developed for educators interested in addressing the topic on schools. This manual presents proposals for practical experiences with audiovisual recordings that were inspired by the methodology of Lentes Periféricas, an audiovisual collective formed in 2014 by young people interested in using language as a tool for art and social criticism. The collective proposes to address different themes about peripheries, which are common within relationships of its own members, in order of understanding the practice of cinema as one of the main forms of language learning and democratization. The main theoretical references for this paper are Rosalia Duarte (2002) and Adriana Fresquet (2013) approaching the relationship between cinema and school; Bill Nichols (2005) on the specifics of documentary language; Cezar Migliorin (2014) in understanding the practice of teaching documentary, and Paulo Freire (1997), as the foundation of students' autonomy processes, overvaluing identity and empowering them as critical subjects and belonging to society when investigating their own history.
This work is aimed to build a pedagogical proposal looking forward to contributing to the democratization of the audiovisual language in schools through the teaching of documentaries, as well as promoting personal narratives throughout the authorial and biographical productions of the students. It was sought to understand autobiographical research as the development of a critical awareness of existence, fostering the perception of the personal own history as an important document for knowledge of world history. As of an analysis of the term “Autobioegrafia” by Manoela dos Anjos Afonso Rodrigues (2017), a material named “self-documentation manual” was developed for educators interested in addressing the topic on schools. This manual presents proposals for practical experiences with audiovisual recordings that were inspired by the methodology of Lentes Periféricas, an audiovisual collective formed in 2014 by young people interested in using language as a tool for art and social criticism. The collective proposes to address different themes about peripheries, which are common within relationships of its own members, in order of understanding the practice of cinema as one of the main forms of language learning and democratization. The main theoretical references for this paper are Rosalia Duarte (2002) and Adriana Fresquet (2013) approaching the relationship between cinema and school; Bill Nichols (2005) on the specifics of documentary language; Cezar Migliorin (2014) in understanding the practice of teaching documentary, and Paulo Freire (1997), as the foundation of students' autonomy processes, overvaluing identity and empowering them as critical subjects and belonging to society when investigating their own history.
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Palavras-chave
Arte na educação, Documentário (Cinema), Autobiografia, Narrativas pessoais, Cinema - Estudo e ensino