Pro dia nascer feliz, as melhores coisas do mundo : experiências fílmicas

• Ano de defesa: 2015
• Autor(a) principal: Melo, Aísha Kaderrah Dantas
• Orientador(a): Oliveira, José Mário Aleluia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Educação; Cinema na educação; Experiência
• Palavras-chave em Inglês: Education; Cinema; Experience
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4895

Accompanying premieres in Brazilian recent cinema, we can perceive a growth in this sector year after year in the last decades. Further than that, we also perceive a constant interest by this form of art in the scholar space or its characters as storyline motivators. Thinking and investigating this relations, we got to the Petrobrás Cultural program, which between the years 2001 and 2011 sponsored 289 motion pictures. Diving into this universe, we arrived at two movies that moved us to think on education, the school, the students and the teachers. They are As melhores coisas do mundo (2010) and Pro dia nascer feliz (2006). As a guide to our investigations, we posed two questions: What can the pictures As melhores coisas do mundo (2010) and Pro dia nascer feliz (2006) teach us about the relations between Brazilian cinema and scholar education? What can its characters evoke on us? What experiences can we create from these movies? In that sense, we have as a primary goal to produce a movie experience about Brazilian cinema and scholar education, with the reading and rereading of the motion pictures As melhores coisas do mundo (2010) and Pro dia nascer feliz (2006) as a starting point. In this path, both movies were intertwined and we could see many diverting narratives that meet in many given points. They are two movies with optimistic titles that introduce stories of difficult lives and experiences, with trajectories of search for an expression amongst disturbed lifestyles. In these we also see the school as an important place for many characters who, even with different conceptions on this institution, don´t give up on being there.