A inf?ncia entre imagens no cotidiano escolar: narrativas de filmes e desenhos animados

• Ano de defesa: 2014
• Autor(a) principal: Machado, Renata Lopes
• Orientador(a): Berino, Arist?teles de Paula
• Banca de defesa: Berino, Arist?teles de Paula, Nascimento, Anelise Monteiro do, Fernandes, Adriana Hoffmamm
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto Multidisciplinar de Nova Igua?u; Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: Cotidiano Escolar; Inf?ncias; Desenho e Cinema
• Palavras-chave em Inglês: Everyday School; Childhoods; Design and Film
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/4472

Recognizing children as social actors and considering the school routine as a mediator of the relationship of human subjectivity and trainer, this dissertation was developed from dialogues with children from a private school in the city of Rio de Janeiro. The focus of the study was aimed to understand how childhoods comprise drawings and animated films in the school context. Upon realizing the networks of meanings that surround the school routine, it is evident that there must be a perceived demands of childhoods in an educational context. The images and characters from cartoons and animated films are in classrooms, present in the narratives of children. During the research, the data indicated that the tastes and demands of children interfered with choices of movies to be watched many said they, "We do not like most of us have great designs". Just as the choice of display space movies interfered acceptance of children, where to watch movie on television was regarded by them as something "boring". Note that, at any moment in the research, we are sympathetic to the discussion in favor of recognition of childhood as they have much to tell us as much about drawings, as about cinema itself. That educators in schools can act as the commitment of the "pedagogy of creation" that alone revolutionizes teaching practice.