O uso do cinema como ferramenta pedagógica em Relações Internacionais: um estudo sobre os cine-debates do Programa Juca Nas Escolas

Abstract

The present work aims to collect data on the usefulness of Cinema as a pedagogical tool to be compared with the main benefits and advantages listed in the literature on the subject, with the purpose of corroborating or not with this based on quantitative data. According to the literature review carried out, the literature on the subject agrees that Cinema provides the following advantages to its use in the classroom: i) an increase in student interest and engagement; ii) encouragement of reflection on the topic; iii) facilitating the understanding of abstract themes; and iv) ability to make visible places and periods far from the students' reality. Such data were collected from the perception of high school students from classes participating in the Cine-Debates of the Juca nas Escolas extension program in the year 2023. Each Cine-Debate was organized with a maximum duration of two and a half hours, with two Sustainable Development Goals (SDG) as a theme, divided into three phases: contextualization of the session theme; exhibition of selected works, with a maximum duration of 45 minutes; and holding a debate mediated by the author, with the participation of a research professor on the topic, with ties to the Federal University of Santa Maria (UFSM). For this, short films of fictional and documentary genres were selected, in order to compare the usefulness of each narrative mode for teaching and learning. Films were chosen as a mirror of reality, in order to portray and highlight aspects of local and international society to be later problematized throughout the debate. This was based on the Active Learning (AA) methodology, in which students take an active stance in building knowledge through participation in dialogue. As a result, the work raised positive data on the use of Cinema as a pedagogical tool, supporting the main assertions identified in previous works on the subject, leading to the conclusion that this is, indeed, an effective tool for teaching and learning in international relations , with potential for developing and improving methods of use that best apply to each reality. Care must be taken so that the films do not stand out from the theme and subject proposed for the class, so that their use supports conventional bibliographic texts and the teacher's participation in the classroom is essential for the appropriate use of this tool.