A exibição de filmes na sala de aula : um reencantamento para a educação.

Abstract

The purpose of this research emerged from the need to investigate how the production of knowledge happens, from the use of movies in the classroom. We had as a wire conductor of the research the look of young students, how they perceive the teaching-learning process, which brought together to the filmic technology the subject of history. I bet in the research process that would not be on a linear way, the decisions were guided by the emergencies that arose in the research flow. I acted as an implied observer throughout the research process together with the learners; we experienced the process of living and meeting in an inseparable mode. I propose the own narratives as an evidence of learning from the experiences that aggregate history, cinema, digital technology, taking advantage of its use as a link between education and complexity. In this sense, the act of narrating themselves generate another perspective of learning focused on the autonomy of the subject author. I base my research through the assumptions: of Paradigm of Complexity, according to the following theoretical vectors the Complexification by Noise Atlan (1992) and the Biology of Cognition – Theory of Autopoiesis by Maturana and Varela (1980-2003). This is a qualitative research, since it proposes to work with the subjective aspects inseparably from all cognitive process. The data generated were treated from the internal mobilization idea triggered by noise, the selforganizing movement and the phenomenon of Autopoiesis developed the "biology of cognition". In this perspective I explicit, my methodological option, the intervention research, oriented by Passos and Kastrup (2012), in order to instigate the subjects to reflect on themselves, generating actions, performances that can take them to produce their own narratives. The cinema and its languages, converging with the imagination and emotion created in plastic processuality of subjective cognitive process, concretized in the own narrative. In this sense, the dynamics of the research work included a group of 15 students from the 7th year, of the Municipal Elementary School Padre Nóbrega, in the municipality of Santa Maria, RS, Brazil, aged between 12 and 14 years old. Two of these in class time and one in other shift, for two months. The teaching-learning process promotes transformation itself and coexistence with the other, reciprocally. The experiences were addressed from the theoretical markers, the complexity by noise, technological engagement, metacognition and of Autopoiesis, being described in own narratives that emerged from the disruption of the students in relation to the cinema as a documentary source. The act of narrating corresponds to spell the authorship of new ways to reach the construction of knowledge endowed with autonomy. Thereby I report my perspective of researcher to understand the cognitive process, as an examination of conscience of myself, in an expanded form from my processof living and understanding.