O uso do cinema educativo na educação pré-escolar e nas escolas do 1º ciclo do ensino público, semiprivado e privado no concelho de Vila Real
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2017
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Percebendo a múltipla capacidade de vinculação cultural, informacional e educacional que as imagens têm e partindo do pressuposto que o cinema tem uma função estratégica e pedagógica na sociedade, podendo contribuir para a politização dos indivíduos, surgiu o desejo de estudar o cinema na prática pedagógica nas escolas do 1º Ciclo e Jardins de Infância públicos, privados e semiprivados do concelho de Vila Real. Entende-se então que, se o cinema está presente na vida dos alunos, não pode ser desconsiderado e simplesmente abolido do sistema educativo.
Procurámos enfocar a função pedagógica do cinema, compreender a articulação existente entre as práticas pedagógicas e o cinema, com o registo de imagens e som, por se tratar de um media que continua a circular no ambiente escolar; refletir também sobre a presença do cinema nessas escolas e as possibilidades de uso pelo professor tanto sob o ponto de vista técnico quanto pedagógico.
Utilizou-se como método de pesquisa o estudo de caso, usando inquéritos por questionários traduzidos e adaptados dos questionários realizados por uma equipa de investigação de Raposo Rivas (2009) para levantar o material empírico para triangulação de informações com perguntas voltadas para os três segmentos: docentes, discentes e coordenação pedagógica (diretores). A amostra produtora de dados foi de 6 diretores/coordenadores de estabelecimento, 104 educadores/professores do 1.º ciclo e 301 alunos.
Uma revisão bibliográfica deu suporte para desenvolver a problemática proposta e a análise do material obtido no decorrer da pesquisa.
Taking into account the multiple cultural, informational and educational binding capability of images and assuming that the cinema plays a strategical pedagogical role in society, which can contribute to the politicisation of individuals, a desire emerged to study the role of cinema in the pedagogical practice in public, private and semi-private elementary schools (first four years of teaching) and pre-primary schools in the municipality of Vila Real. It is therefore assumed that if cinema is present in schoolchildren’s lives, it cannot be disregarded and simply abolished from the educational system. We have attempted to focus on the pedagogical role of cinema, to understand the existing interrelation between pedagogical practice and cinema - with the recording of images and sound -, because this media is still present in schools; and also to reflect on the presence of cinema in those schools and the possibilities of use by teachers both from the technical and pedagogical points of view. The research methodology used was case studies, using questionnaire surveys that have been translated and adjusted from questionnaires carried out by a Raposo Rivas (2009) research team, in order to collect empirical material for data triangulation, with questions addressed to three segments: teachers, learners and principals. The data-producing sample consisted of 6 principals/coordinators, 104 educators/teachers (first four years of elementary school) and 301 schoolchildren. A bibliographic review supported the development of the subject matter proposed and the review of the material arising from the research conducted.
Taking into account the multiple cultural, informational and educational binding capability of images and assuming that the cinema plays a strategical pedagogical role in society, which can contribute to the politicisation of individuals, a desire emerged to study the role of cinema in the pedagogical practice in public, private and semi-private elementary schools (first four years of teaching) and pre-primary schools in the municipality of Vila Real. It is therefore assumed that if cinema is present in schoolchildren’s lives, it cannot be disregarded and simply abolished from the educational system. We have attempted to focus on the pedagogical role of cinema, to understand the existing interrelation between pedagogical practice and cinema - with the recording of images and sound -, because this media is still present in schools; and also to reflect on the presence of cinema in those schools and the possibilities of use by teachers both from the technical and pedagogical points of view. The research methodology used was case studies, using questionnaire surveys that have been translated and adjusted from questionnaires carried out by a Raposo Rivas (2009) research team, in order to collect empirical material for data triangulation, with questions addressed to three segments: teachers, learners and principals. The data-producing sample consisted of 6 principals/coordinators, 104 educators/teachers (first four years of elementary school) and 301 schoolchildren. A bibliographic review supported the development of the subject matter proposed and the review of the material arising from the research conducted.
Descrição
Dissertação de Mestrado em Comunicação e Tecnologia Educativas
Palavras-chave
Cinema , Cultura , Educação , Imagem , Novas tecnologias , Prática pedagógica