Linguagem cinematográfica e educação : uma relação pertinente

• Ano de defesa: 2015
• Autor(a) principal: Santana, Anézio Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Linguagem cinematográfica; Educação; Aprendizagem por projetos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Cinematographic language; Education; Learning by projects
• Link de acesso: http://ri.ufmt.br/handle/1/124

This work analyzes the fundamental elements in the field of Cinematographic Language, including aspects of photography such as camera angles and the importance of light as well as the aspects of composition of moving images. The nature of this research was developed within a school environment creating the ability to relate activities inherently linked to audiovisual production within human cognitive development. The theory is supported by the conceptual guidelines of cinematographic language in the studies of Eisenstein, Marcel Martin and Noel Burch, who dissected the lexicon of cinematographic language and its condition as art. Saussure and Junior Chamber set the tone for the dialogue on the theory of language for this study. The research utilized the qualitative methodology of ResearchAction-Participant which was developed from audiovisual workshops set in the context of a larger project entitled Science Education, Agro-ecology, and Field of Culture which is linked to the New Talents Program of CAPES/UNEMAT/Sinop. This project combines knowledge from different fields, involving teachers and students of the Sinop campus of the State University of Mato Grosso (UNEMAT) and the Federal University of Mato Grosso (UFMT). The project was held with students in rural schools of the State School Florestan Fernandes, as well as with members of the settlement community Twelve October located in Claudia County, MT. The project Science Education, Agro-ecology, and Field of Culture is based on the learning project assumptions and is inspired by the proposals of School Without Walls coordinated by John Bremer and Michael Von Moschzisker, Bridge School of José Pacheco, and the Eco-Literacy Center of Fritjof Capra. It was possible to identify students that gained knowledge related to cinematographic language and that this knowledge manifested into an important aspect of their educational activities.