Institutional movements in school
ethnic-racial and gender issues cinegrafing education
DOI:
https://doi.org/10.5216/revufg.v21.69175Abstract
This article aims to give visibility to an experience of extension in a public school that addressed ethnic-racial and gender issues. The aesthetic experiences took place in the years 2019, in person, and in 2020, in the period of social distance and remote teaching of the school and university. We aim to problematize ethnic-racial and gender conceptions, based on the images and narratives that appeared in film workshops at school, with children and teachers, in initial and continuing education. We followed paths to arrange the methodology that was given to many hands: we brought the theoretical framework in moments of formation, conversation circles for understanding, cinema workshops for ethical-aesthetic creation and its presentation for the delight of the productions made. In the end, we observed that the reports of children and teachers, in initial and continuing education, showed an intertwining with the learning that permeates memories of narratives full of meaning.
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