Cinema, infância e educação audiovisual: reflexões sob(re) um “ponto de vista” indisciplinar.

Abstract

Considering that we live in an increasingly imagistic world, in a time called by Jenkings (2006) of Era of Convergence, this work seeks, on the one hand, to reflect on the relationships that can be established between cinema, childhood and audiovisual education. and, for the other, betting on possible ways to work with reading and production of moving images at school. Thus, I start a discussion, based on a bibliographic review research, about the context in which we are currently inserted, to, with Leandro (2001), Bergala (2008) and Migliorin (2015), among others, think about three levels of relationship between cinema and childhood - cinema for children, cinema with children and children's cinema. Subsequently, based on theoretical contributions from different fields, including this work in the perspective of an Indisciplinary Applied Linguistics (MOITA LOPES, 2006), I present, at the end, a proposal for an audiovisual education with children that integrates the works with literacies (KLEIMAN, 1995; SOARES, 1998) to the assumptions of the art education (DUARTE JR., 2012). This proposal seeks to present a didactic action about the notion of ―point of view‖ (AUMONT AND MARIE, 2006) based on the film ―Boy and the world‖ (Alê Abreu, Brazil, 2014).