Sociologia no ensino médio sob as lentes do cinema: reflexões acerca da apropriação pedagógica de filmes nos livros didáticos adotados pela diretoria regional de ensino de São José do Rio Preto/SP
Carregando...
Arquivos
Data
2019-03-01
Autores
Violin, Fernando Augusto
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Como é proposto a construção do conhecimento com base no cinema na escola, mais especificamente no ensino de Sociologia envolvendo o Ensino Médio? Tal pergunta levou a constatar que os livros didáticos cumprem, em boa medida, esse papel. Isto porque, pode-se verificar nos diversos títulos adotados pela rede pública paulista a indicação de filmes. Tentando encontrar respostas à questão, busca-se como objetivo dessa pesquisa compreender a apropriação pedagógica do cinema registrada nos livros didáticos de Sociologia do Ensino Médio disponibilizados no Programa Nacional do Livro e do Material Didático (PNLD) e adotados pela Secretaria Estadual de Educação de São Paulo, mais especificamente na Diretoria Regional de Ensino de São José do Rio Preto/SP. Para tanto, promove-se a identificação, seleção e análise das sugestões de filmes contidas em três livros didáticos: “Sociologia”, “Sociologia Hoje” e “Sociologia em Movimento”. Na análise, é proposta a metodologia a partir da relação entre ensino e cinema que compreende a apropriação pedagógica dos filmes nos livros didáticos. O exercício reflexivo adotado emprega cinco temas de investigação: gênero, duração, ano, nacionalidade e nexos epistemológicos. A pesquisa foi desenvolvida na UNESP/IBILCE/São José do Rio Preto, apresenta abordagem qualitativa, natureza aplicada e busca conciliar exploração, descrição e explicação, valendo-se de investigações bibliográficas e documentais de primeira mão. O referencial teórico dessa pesquisa envolve contribuições de autores que problematizam o ensino de Sociologia no Brasil, no caso de Meksenas, Fernandes, Silva e Vargas. Autores que se dedicam às reflexões sobre cinema, história e linguagem cinematográfica, caso de Consuelo, Mesquita, Xavier, e aqueles que procuram estudar o cinema e sua relação com a produção do conhecimento e o ensino, como Kellner, Cabrera, Duarte, Fusari, Napolitano e Canclini. Além disso, contamos com estudiosos do livro didático, caso de Choppin, Filgueiras, Lajolo, Munakata e Meucci. Entende-se que na contemporaneidade estamos diante de cultura constituída pela ação de diferentes mídias. Pesa neste conjunto o cinema, cujas imagens, sons e espetáculos ajudam a tecer os significados da vida cotidiana através de imagens, tornando-se fundamental promover a formação crítica para uso das mídias. Nesse sentido, a escola é pensada como espaço especial de formação e o cinema, pensado para além do entretenimento, como capaz de favorecer a construção do conhecimento, atentando-se para o processo de formação estética e audiovisual que o cerca. Assim, propõe-se o desenvolvimento da pedagogia do cinema, observando diversas práticas educativas que tomam os filmes com base nos livros didáticos. Conclui-se que a forte presença dos filmes nos livros selecionados é interessante e expressa a importância dessa linguagem nos processos formativos. Contudo, entende-se também que a apropriação pedagógica dos filmes nos livros selecionados apresenta certa limitação e carece de atenção maior, no que se refere a promoção da apropriação da linguagem fílmica em sala de aula. Considera-se que a relação entre ensino e cinema merece trato mais aprofundado na construção dos livros didáticos de Sociologia para o Ensino Médio e a observação dos temas investigados (gênero, duração, ano, nacionalidade e nexos epistemológicos) contribui para esse intento.
How is building of knowledge based on film in school, more specifically the teaching of Sociology in high school? This question led one to note that the textbooks largely fulfill this role. This because, in the various titles adopted by the public network of São Paulo, the indication of films can be verified. Seeking answers to the question, the objective of this research is to understand the pedagogical appropriation of cinema recorded in the textbooks of Sociology of Secondary Education available in the National Book and Didactic Material Program (PNLD) and adopted by the State Department of Education of São Paulo, specifically in the Regional Board of Education of São José do Rio Preto/SP. We promote the identification, selection and analysis of the film suggestions in three textbooks: "Sociology", "Sociology Today" and "Sociology in Motion". In the analysis, the methodology is proposed based on the relation between teaching and cinema that includes the pedagogical appropriation of the films in textbooks. The reflective exercise adopted employs five research themes: gender, duration, year, nationality and epistemological links. The research was developed at UNESP/IBILCE/São José do Rio Preto, presents qualitative approach, applied nature and reconcile exploration, description and explanation, using first-hand bibliographical and documentary research. The theoretical reference involves contributions from authors who problematize the teaching of sociology in Brazil, in the case of Meksenas, Fernandes, Silva and Vargas. Authors that are dedicated to the reflections on cinema, history and cinematographic language, in the case of Consuelo, Mesquita, Xavier, and those who seek to study cinema and the relation of cinema to the production of knowledge and teaching, such as Kellner, Cabrera, Duarte, Fusari, Napolitano and Canclini. In addition, we count on scholars of the didactic book, case of Choppin, Filgueiras, Lajolo, Munakata and Meucci. It is understood that in the contemporaneity we are facing a culture constituted by the action of different media. The cinema, whose images, sounds and spectacles help to weave the meanings of daily life through images, making it fundamental to promote the critical formation for media use. In this sense, the school is as special space for training and cinema, thought beyond entertainment, as capable of promoting the construction of knowledge, account the process of aesthetic and audiovisual training that surrounds it. Thus, it is proposed the development of the pedagogy of cinema, observing educational practices that take the films based on textbooks. It is concluded that the presence of the films in selected books is interesting and expresses the importance of this language in the formative processes. It is also understood that the pedagogical appropriation of the films in selected books presents limitation and needs more attention, in what concerns the promotion of the appropriation of the filmic language in the classroom. It is considered that the relationship between teaching and cinema deserves a deeper treatment in the construction of the textbooks of Sociology for High School and the observation of the subjects investigated (gender, duration, year, nationality and epistemological links) contributes to this attempt.
How is building of knowledge based on film in school, more specifically the teaching of Sociology in high school? This question led one to note that the textbooks largely fulfill this role. This because, in the various titles adopted by the public network of São Paulo, the indication of films can be verified. Seeking answers to the question, the objective of this research is to understand the pedagogical appropriation of cinema recorded in the textbooks of Sociology of Secondary Education available in the National Book and Didactic Material Program (PNLD) and adopted by the State Department of Education of São Paulo, specifically in the Regional Board of Education of São José do Rio Preto/SP. We promote the identification, selection and analysis of the film suggestions in three textbooks: "Sociology", "Sociology Today" and "Sociology in Motion". In the analysis, the methodology is proposed based on the relation between teaching and cinema that includes the pedagogical appropriation of the films in textbooks. The reflective exercise adopted employs five research themes: gender, duration, year, nationality and epistemological links. The research was developed at UNESP/IBILCE/São José do Rio Preto, presents qualitative approach, applied nature and reconcile exploration, description and explanation, using first-hand bibliographical and documentary research. The theoretical reference involves contributions from authors who problematize the teaching of sociology in Brazil, in the case of Meksenas, Fernandes, Silva and Vargas. Authors that are dedicated to the reflections on cinema, history and cinematographic language, in the case of Consuelo, Mesquita, Xavier, and those who seek to study cinema and the relation of cinema to the production of knowledge and teaching, such as Kellner, Cabrera, Duarte, Fusari, Napolitano and Canclini. In addition, we count on scholars of the didactic book, case of Choppin, Filgueiras, Lajolo, Munakata and Meucci. It is understood that in the contemporaneity we are facing a culture constituted by the action of different media. The cinema, whose images, sounds and spectacles help to weave the meanings of daily life through images, making it fundamental to promote the critical formation for media use. In this sense, the school is as special space for training and cinema, thought beyond entertainment, as capable of promoting the construction of knowledge, account the process of aesthetic and audiovisual training that surrounds it. Thus, it is proposed the development of the pedagogy of cinema, observing educational practices that take the films based on textbooks. It is concluded that the presence of the films in selected books is interesting and expresses the importance of this language in the formative processes. It is also understood that the pedagogical appropriation of the films in selected books presents limitation and needs more attention, in what concerns the promotion of the appropriation of the filmic language in the classroom. It is considered that the relationship between teaching and cinema deserves a deeper treatment in the construction of the textbooks of Sociology for High School and the observation of the subjects investigated (gender, duration, year, nationality and epistemological links) contributes to this attempt.
Descrição
Palavras-chave
Cinema, Ensino de sociologia, Livro didático, Sociology teaching, Textbook