Luz, câmera, ação: o letramento cinematográfico no percurso formativo de uma professora da educação infantil

Abstract

The present work is the result of a research carried out in the Professional Master's Degree in Language Teaching at the Federal University of Pampa. It is dedicated to the presentation of a narrative that addresses how the concept of Cinematographic Literacy (CL) (CARVALHO; ANDRADE; LINHARES, 2018) mobilized the teaching training path, in the construction of a pedagogical product, developed from the (re)elaboration of previous experiences of the teacher/researcher. Thus, the main objective of the research was to analyze how the concept of CL contributed to the teacher training process in the (re)elaboration of a didactic proposal focused on the use of cinema in early childhood education (ECE). To meet the research objectives and provide teachers with a pedagogical product with innovative proposals through the insertion of cinema in the ECE classroom, five plans were (re)elaborated, presenting and analyzing the reading strategies of films used based on the concept of CL. The pedagogical product is presented in a YouTube channel format, entitled Professora Dani e o Cinema na Educação Infantil. The channel shares video classes with suggestions for ECE teachers to develop proposals on the Emergence of Cinema and the Lumière Brothers, Cinema Mudo and Charles Chaplin, as well as on the productions O Sabiá, Rio and Hair Love. As a theoretical contribution to the research, Kuhlmann Jr. (2000), Oliveira (2002), Yunes (2003), Geraldi (2010) and the Common National Curriculum Base (2017) are presented, dealing with ECE and its evolution. The origin, history and role of cultural representation of cinema are defended by Duarte (2002), Napolitano (2010), Ferreira (2018), Sabadin (2018) and Hall (2016). On the importance of the insertion of cinema as a pedagogical resource, it is discussed with Silva (2001), Duarte (2002) and Napolitano (2010). To deal with the Pedagogy of Multiliteracies, a dialogue was established with Rojo (2002, 2009, 2012) and Pinheiro (2016). Finally, the theoretical foundation presents the concept of CL and its contributions to learning from the assumptions of Turner (1997), Martin (2003) and Rojo (2009). The research was developed in the field of applied linguistics (SIGNORINI, 1998 and MOITA LOPES, 1998), of an autoethnographic (VERSIANI, 2002) and qualitative nature. As for the results, it can be said that her experience as a spectator influenced the development of new practices, since life memories were united with the teaching training path and with the theories studied in the Master's, in the construction of a pedagogical product guided by the concept of CL. It was also found that movie reading strategies have expanded from one planning to the other, resulting in relevant proposals guided by the concept of CL. Thus, the certainty that the teacher/researcher takes from this study the most significant memories she could have about her formative process is reiterated, as this knowledge will continue to permeate her existence as a spectator, teacher and researcher. It is stated that this study does not end here, as while these roles are exercised, the teacher will be able to collaborate with education, sharing teaching and learning strategies with the use of cinema.