Name: ANA CLÁUDIA SANTIAGO ZOUAIN
Type: MSc dissertation
Publication date: 22/08/2019
Advisor:
Name |
Role |
|---|---|
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| JANETE MAGALHÃES CARVALHO | Internal Examiner * |
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
| MARIA RIZIANE COSTA PRATES | External Examiner * |
| SANDRA KRETLI DA SILVA | Internal Examiner * |
| TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Internal Examiner * |
Summary: This dissertation goes through the thought movements of children and teachers in the encounter with cinema and school images. It deals with inventive cartographies in the school daily life of a Federal Center of Early Childhood Education in the city of Vitória /ES, in the bet for the life that pulsates in the school. It presents a problematic field dedicated to understanding: What powers of thoughts do children and teachers experience in encounters with cinema and school images? It seeks to problematize the effects of thoughts that emerge from children's experimentation with cinema, seeking to understand in what sense it provokes composition of existential territories
for curriculum and the opening of the field of possible inventive teaching in early childhood education. To this end, it weaves conversations with the lines of thought, especially of Barros and Kastrup (2015); Bergson (2006); Carvalho (2008, 2009, 2012, 2013, 2016, 2019); Deleuze (1987, 1992, 2001, 2007); Deleuze and Guattari (1995, 1996, 1997); Dias (2011, 2012); Kohan (2005, 2010, 2017); Rodrigues (2011, 2015); Rolnik (2007, 2018). The theoretical-methodological option is configured by the cartographic research bias, in which what matters is to follow processes in the midst of encounters with the school scenario. Using, for the production of data, methodological strategies such as participant observation, field diary records, narrative-imaginary processes that compose the research and conversation networks with children and teachers. Organizes the study on eleven scenes. It brings, in composition with this work and as product of the research, a documentary film, in an attempt to capture the procedurality of the thoughts that children and teachers experienced in the productions with the cinema images. Bet that the thought-bodies of early childhood practitioners fabulate curriculum, teaching and childhood. It crosses the boundaries of chronological habitual actions and intensive creative
practices, producing other possible worlds for the school.
