As posições que o cinema toma na escola: uma questão de tecnologia escolar, suspensão e profanação

Abstract

In 2014, Law 13,006 made the screening of Brazilian cinema films mandatory in Brazilian schools, as a complementary curricular component. The exhibition, of at least two hours per month of Brazilian films, opened the discussion of how (and if) cinema is being used in the school space. In 2016, researchers from the International Images, Geographies and Education Research Network carried out a survey at the Network's poles (Brazil, Argentina and Colombia) to investigate how Geography teachers were using cinema images in the classroom. Thus, based on part of the data derived from this research, the present article proposes to discuss and analyze what position cinema takes when entering the so prevalent school grammar, as well as what experiences are possible from the meeting between school and cinema. For that, we chose from the research questionnaire the question “Write a sentence about the relationship between school and cinema”. The responses of more than 130 Brazilian geography teachers were organized and explored considering the terms school technology, suspension and profanation, explained in the work Em Defesa da Escola, by Jan Masschelein and Maarten Simons (2015). The results of the investigation pointed to an instrumentalization of cinema when submitted to school grammar, triggering points of reflection according to this effect, such as the possibility of collective experience with cinema images and the awakening of interest with the cinematographic experience, considering the meeting of the school and cinema as a starting point.