O cinema como educação do olhar
The knowledge is only possible due to we exist bodily. However, during the educational experience, the epistemic potency of the body is neglected, declining the registers of the intelligibility. The current thesis approaches that problem obliquely: from a body and image philosophy which has revea...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/20685 |
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| Resumo: | The knowledge is only possible due to we exist bodily. However, during the educational
experience, the epistemic potency of the body is neglected, declining the registers of
the intelligibility. The current thesis approaches that problem obliquely: from a body
and image philosophy which has revealed other ways of doing those registers in the
modernity – understood not as period itself, but as a qualification for the negotiations
between the real and the intelligible. The referred ways are explored through Merleau-
Ponty’s and Michel Foucault’s works, which offer a spectrum about that new
negotiation of the real. In order to approach the studied problem, the visibility and the
human body motricity in the cinema are taken as analysis object. The mentioned
objects have been analyzed through a corpus of movies of which plots are centered at
the formal education and they require from the characters and the spectators
engagement into a visual performance. Aiming to approach the object, it is questioned
how the Education phenomenon is represented by the cinema; how the body is
exposed and how spectators can see it. Analyzing the corpus and articulating Merleau-
Ponty’s and Michel Foucault’s theories, it has been possible to state the following
thesis: the cinema as an education of the gaze. The general objective of this study is
to reveal the educational potency of the filmic experience, which provides a new path
of intelligibility for Education. In that sense, the body as a visual operator widens the
capacity of understanding the real. The current work is divided in three chapters. The
first one brings the methodological approach: it is pointed how the theoretical
articulation is properly arranged; it explains the method of using the images as indirect
language as part of the reality description; the filmic corpus is presented, as well the
criteria for the films choices and for the construction of instrument adopted during the
object analysis are described. In the second chapter, it is problematized the incapacity
of the western society of formulating the real discursively by debating Merleau-Ponty’s
and Foucault’s theoretical contributions about the visual performance displayed on the
images while the films are watched and analyzed. In the third chapter, the implications
of the education of the gaze provided by the cinema are developed, mainly concerning
about the place attributed to the visibility during the formulation of the real. Finally,
paths are designed for the construction of another approach for the visibility in
Education. Assuming the gaze as an experience of knowledge, this study aims to
present other ways of being, seeing, thinking and feeling the world. Therefore, it is a
proposal to reset the epistemic and subjectification patterns at the educational
context. |
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