O Cinema nas Frestas da Formação no Curso de Pedagogia

Abstract

The thesis "Cinema in the Intervals of Formation in the Pedagogy Course" aims to analyze the influence of cinema in the formation of pedagogues in two universities in Goiás: the Federal University of Goiás and the Pontifical Catholic University of Goiás. The methodology adopted combines bibliographic and empirical elements, using digital questionnaires to listen to the research participants, namely, the students of the pedagogical course at the end of their undergraduate studies. The focus of the research is on the investigation of the sociocultural implications of the presence of cinema throughout the formation, including the analysis of the cinematographic works involved in this process. Cinema is considered a central element to discuss aesthetic education, especially in the formation of the teacher. Based on the phenomenological approach, the importance of aesthetics as an essential part of teacher formation is highlighted, with sensitivity and dialogue as basic components in the course of construction of pedagogical knowledge. The data collected, both quantitative and qualitative, allowed us to understand the nuances present in the generation of graduated pedagogues in the year 2022. As a result of the research, it was possible to identify that most of the participants usually watch movies in their daily lives, especially with the use of streaming platforms, but the frequency to movie theaters reached very low rates. With regard to the exhibition of films in the context of the university, a significant number of screenings in various disciplines and extension activities was pointed out, with emphasis on the recognition of the importance of film appreciation and elaboration from this artistic material, considered essential for formation. In the documental analysis of the Course Projects, it was observed that the idea of an aesthetic education is present in shallow and textually punctual way in some disciplines, especially of an optional nature. Therefore, empirical data reveal that cinema is more present in everyday life than in the documentary field, especially through what Barreto and Pelbart (2023) call "floating micro-strategies", as ways of facing and resisting the market pace that advances on education. In this sense, the purposes and nature of aesthetic education are seen as basic elements in the entire formation process, aiming to value humanization and collective interest. Therefore, the possibility of cinematographic literacy is highlighted as a relevant aspect in pedagogical formation and a way to provide aesthetic education in the educational context.