A semiótica do cinema negro brasileiro : estratégias e possibilidades metodológicas para o ensino de história

Abstract

In recent years, the nature of methods and approaches in History and its teaching have increasingly expanded. In this sense, the thesis makes a conceptual analysis of the semiotics of Brazilian Black Cinema and its possible applicability in History Teaching by Basic Education teachers. The research aims to create methodological mechanisms for the use of this cinema in the classroom based on the development of themes related to African history, Afro-Brazilian culture, ethnic-racial relations and Anti-Racist Education. The strategy is to approach an interdisciplinary perspective between History, Black Cinema, Analytical Philosophy (Bevir, 2008), Anthropology of Cinema (Diniz, 1999; Peixoto, 2001; Reyna, 2019), Semiotics (Cardoso, 1997; Eco, 1991; Garroni, 1972; Lotman, 1978; Metz, 2010; Peirce, 1977; the isolation of certain fields of knowledge (Barros, 2019), understanding that the borders between them are mobile. It is about going beyond cinema as a form of art and aesthetic experience, leading the teacher to problematize it and give it meaning, transforming it into a powerful teaching tool. In this way, we present the potential of multiculturalism (Canen, 2008; Adesky, 1997; Pinar, 2009) for the discussion of diversity and black identities in Black Cinema, since the bodies of black actors and actresses in films carry representations, symbols and signs from the past and present. To this end, we used as an object of historical and semiotic analysis the short films Alma no Olho (Bulbul, 1973), Kbela (Tayná, 2015) and Elekô (Coletivo Mulheres de Pedra, 2015), seeking to understand how these filmic works connect and can historically work in History Teaching and teacher training. These short films are important vehicles of black representation and references so that teachers and students can construct different meanings and meanings in their practical lives (Rüsen, 2009). The methodological processes developed in this thesis contribute to education to combat racism based on narratives by black filmmakers. By appropriating these narratives in dialogue with Semiotics and History, the teacher will be able to create other strategies and various possibilities to deconstruct and combat the naturalization of racial stereotypes in the classroom, opening new horizons towards an Anti-Racist Education always open to incorporating new reflections and new methodologies for History Teaching.