A prática educativa com o cinema brasileiro na escola: análise de pesquisas à partir da lei n.o 13006/2014

Abstract

This research, of a qualitative, exploratory and descriptive nature, of a bibliographical type, has as its object of study the educational practices of Brazilian cinema at school and is developed through the following problem questions: What are the educational practices with Brazilian cinema at school, found in research, from 2015 to 2023, after the publication of Federal Law no. 13006/2014? Which aspects of these educational practices can be related to dialogicity in Paulo Freire? These questions guide the general objective of analyzing educational practices with Brazilian cinema at school, verified in master's and doctoral research in Brazil, from 2015 to 2023, following the promulgation of Federal Law no. 13006/2014. Its specific objectives are: to categorize educational practices with Brazilian cinema at school, found in the analysis of research identified in the catalog of theses and dissertations, from the Coordination for the Improvement of Higher Education Personnel - CAPES; identify in educational practices, found in selected research, aspects related to dialogicity in Paulo Freire; seek in the study of Brazilian cinema at school and in the perspective of dialogicity in Paulo Freire, possibilities for proposing an educational practice, based on the principles of liberating education. Emphasis was placed on Brazilian cinema from 2015 onwards, due to the publication of Federal Law No. 13,006 in July 2014, which

established the obligation to show national films at school. The ethical- ontoepistemological framework is based on the production of Paulo Freire (1979a,

1979b, 1983, 1996, 2021, 2022a, 2022b, 2022c, 2022d) whose principles underlie dialogicity. The contributions of authors who research cinema as art, as well as historical, political, social and educational aspects about Brazilian cinema at school, were also used, such as: Duarte (2009), Fresquet and Migliorin (2015), Bergala (2008). Through the literature review, research was selected that points to possibilities for the development of dialogic educational practice with cinema at school, analyzed using Bardin's content analysis procedures (2006). It is argued that dialogical educational practice, from Paulo Freire's perspective, offers possibilities for raising awareness among students and transforming reality. The results showed that, given the current demands of Brazilian education, such practices are based on the relationship between world reading and word reading. This finding strengthens the importance of dialogical educational practices as a path to Brazilian cinema in basic education schools, from implementation of Federal Law No. 13006/2014, instigating the expansion of research.