Magical uses of cinema in education – Games to dream again.
Movies; Education; Games; Aesthetics; Magic.
This thesis maps an specific use of imagens and sounds in educational environments aiming to develop social, affectional and relational skills in teaching and learning situations from 3 emblems of action: the skin’s intelligence, the production of time and space experiences and the shared mind field, categories assembled by enlightening games created in the context of “Projeto Escola Engenho” with references present in the alchemic
(CARVALHO, 1995; ROOB, 2001) and mystic literature (JODOROWSKY, 2009), and in the Amerindian cosmovision (VIVEIROS DE CASTRO, 2013) (KOPENAWA; ALBERT, 2015). This space for experimentation of cinema and education was produced for children and teenagers in the suburbs of Recife from 2011 to 2016. The thesis analyzes the hypothesis of cinema acting to stimulate a relation of experience with imagens and sounds differentiated from the representation and consumption relation in a Videological Society (Bucci and Khel). The work analyzes the hypothesis that cinema induces a relationship of experience with images and sounds, differentiating itself from the relationship of representation and consumption stimulated by contemporary video societies (BUCCI; KHEL, 2004). I characterize a repositioning of the aesthetic dimension of education, and the possibility of emancipation through an affective policy of images by the presence of notions of transmutation of matter, reversibility and multi-perspective narratives in such practices, understanding that this way of being together/ but can act to act to de-naturalize the relationship between cinematographic language and the production of subjectivities underway in the 21st century.