Educação do campo, território e cinema “Lá Fora”: o caso da EMCEF Maria Manoela da Cunha Teixeira

Abstract

Although we live in a connected and globalized world, the students of the Field School often follow, due to the long distances from their locations, on the margins of Digital Information and Communication Technologies (TDICs). Notwithstanding this, the use of new technologies, such as cinema, are increasingly being used in pedagogical practices, not least because they provide opportunities for the creativity of students and their development in the teaching and learning process. In this sense, it is necessary to ask the following question: “Cinema can contribute to effecting the dynamics of rural education, as well as in the rescue of the traditional culture of the rural subject in the case of the Municipal School of the Elementary School (EMCEF) Maria Manoela da Cunha Teixeira - municipality of São Gabriel / RS”. With that, the methodology used was action research, in which workshops, workshops, and interviews were carried out, in addition to the analysis of the Political-Pedagogical Project of the School and of the whole process used with a view to carrying out the proposal. This methodology provides the respondents with a leading role in building their trajectory and the results obtained. The specific objectives of this research are highlighted: a) to analyze the municipality of São Gabriel in economic, educational aspects, especially linked to rural schools; b) characterize the EMCEF Maria Manoela da Cunha Teixeira; c) use cinema as a pedagogical tool in the learning of students in the municipality of São Gabriel and d) analyze the protagonism provided through “making cinema” in the belonging of these social subjects to the field. The results obtained certify how cinema can and should be used as a pedagogical tool in rural schools for the construction of critical subjects and protagonists of their own trajectory. The aforementioned research seeks to bring to light the importance of using this pedagogical tool in rural schools, in order to value these subjects and, thus, contribute to the effectiveness of their autonomy when they assume the role and become masters of their own narrative collaborating , thus, for the construction and solidification of the peasant territory.