As relações étnico-raciais na experiência cineclubista escolar
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2024-07-02
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Universidade Federal de Goiás
Resumo
This study sought to investigate how a student film club experience can contribute to the study
of ethnic-racial relations. To this end, we adopted a perspective of cinema as art in school and
capable of promoting alterity, as proposed by Bergala (2008). The research was carried out in
a state public school in Goiânia-GO, with students from the 6th to 9th year of primary school.
For this qualitative action-research, a bibliographical review was initially carried out on the
subject of race, using theorists who deal with the racial issue. Empirical research was also
carried out using participant observation. The activities developed were: film screenings,
discussions and analyses of the themes addressed in the works, film exercises and audiovisual
production with the students. These activities culminated in the creation of a script as an
educational product of the activities carried out, entitled "Script for film club experiences",
available at the end of this dissertation. This pedagogical proposal for teaching ethnic-racial
relations was developed during the Professional Master's in Teaching in Basic Education of the
Stricto Sensu Postgraduate Programme at CEPAE/UFG. The product was implemented and
experienced at the school and the results can be accessed on the YouTube channel called "Film
club experiences at school". This channel presents the results obtained after the implementation
of a participatory pedagogical intervention, which was carried out based on the proposal by
Bergala (2008), Migliorini (2015), Fresquet (2013) and Albuquerque (2022). The results were
significant and made it possible to build important knowledge about ethnic-racial issues, as well
as stimulating the students' creativity and protagonism.
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PORTO, R. A. As relações étnico-raciais na experiência cineclubista escolar. 2024. 141 f. Dissertação (Mestrado em Ensino na Educação Básica) - Centro de Ensino e Pesquisa Aplicada à Educação, Universidade Federal de Goiás, Goiânia, 2024.