Banca de DEFESA: CAROLINA MOURA SANTOS

Beyond the darkness of cinema: Contributions of Cinema to the Teaching of Chemistry from the Perspective of Pedagogy Historical-Critical and Historical-Cultural Psychology

Movie theater, Chemistry Teaching, Playfulness

We cannot deny that cinematographic works are present in many people's lives, they
represent a form of artistic manifestation, at the same time that they are entertainment.
Cinematographic productions can also serve as a means to promote the teaching of
scientific concepts, and these have been used for a long time as such a resource. For
that, School education should aim to develop empirical thinking, seeking to overcome
it in order to reach theoretical thinking, going beyond what is immediately perceived.
However, the development of this thought is not spontaneous, and therefore requires
the appropriation of scientific concepts. Thus, this research aims to present theoretical
contributions so that teachers can think about cinema in their pedagogical work. For
this, we base ourselves on historical-critical pedagogy and historical-cultural
psychology. Thus, we arrive at four categories in which we discuss more general
aspects, starting from the macro to the specific in the classroom.class, placed as
follows: I) Debate on the teacher's involvement in public cinema policies; II) Debate on
the teacher and his relationship with the industry cultural; III) Think about the affective
and emotional dimension in the training of chemistry teachers and in their experience
in the classroom; IV) Theoretical contributions to think about cinema and didactics for
teaching chemistry.