Cinema and education from the perspective of equality of intelligences: reflections on seeing and making films as constructions of a common for the curriculum productions with basic education students

Abstract

This article investigates artistic-pedagogical practices with cinema of the cultural project REALIZACINE in two public schools in the city of Rio de Janeiro. Since 2021, the project in question has been developing educational actions with basic education students focused on the gestures of watching and making films, based on the central condition of equality of intelligences among those involved. This perspective tensions the curricular boundaries and produces, as locus of practice, constructions with and between the subjects, in conjunction with the different knowledge produced in the relationships, and bets on a Pedagogy of Creation placing students as spectators and creators of films, focusing on possible curricular productions with cinema related to the school space. We sought to develop the activity of educational research by the dimension in which the educational practice itself is inhabited, as an alternative to establish investigative paths by the experience/meaning pair (LARROSA, 2002). Introducing the Lumière Minute exercise (FRESQUET, 2013a, 2014) to students, investigative artifacts were produced, such as the films shown, notes and records in the field notebook, photographs, in addition to the students' own films made in practices, in order to represent the set of materials to weave reflections on the senses of a “common”, as curricular construction with cinema. In this sense, the following reflection is crossed by the reflections of Jacques Rancière, Larrosa, Fresquet, among other relevant authors.