Subjetividade e ludicidade no trabalho com filmes na Educação Infantil

Abstract

ABSTRACT

The article makes a theoretical reflection on how films when shown in early childhood education can subjectively influence ways of being, thinking, contributing to human, cultural and aesthetic formation already in early childhood education. We believe that, on the part of the teachers, there is a perspective of building other senses, training the receiver-child, a more panoramic view of the world, tuning it to its time, space and new senses of reality. This task must be intentional, planned and systematized with the learning processes. Methodologically, this text is anchored in Rivoltella (2005), cinema as a device of meanings; Duarte (2002), Bergala (2008), cinema as a social practice since childhood; Fantin (2007), Deheinzelin (1995), cultural formation and creativity; Alberoni (2009), playfulness; and Aumont, (2012), the subjectivity present in early childhood education and in the processes that cinema causes. It is concluded, therefore, that both the subjectivity and the ludicity implicit in children's films can bring students new ways of learning, since the insertion of children's films in education, for the most part, is confined to the place of pastime, leisure, entertainment. The subjectivity implicit in films for children and its relationship with playfulness offer perspectives for acquiring cultural content and ideas such as values, respect, empathy, among other learning experiences.

Keywords: Early childhood education. Subjectivity. Playfulness. Cinema. Films.