Uso globalizado del cine en educación: metodología de aplicación a partir de una película de animación.
Saved in:
| Title: | Uso globalizado del cine en educación: metodología de aplicación a partir de una película de animación. |
|---|---|
| Alternate Title: | Globalized use of cinema in education: methodological development from an animated film. Uso globalizado do cinema na educação: metodologia de aplicação a partir de um filme de animação. |
| Authors: | Carlos Montoya-Rubio, Juan1 juancarlos.montoya@um.es |
| Source: | Revista Linhas. set-dez2023, Vol. 24 Issue 56, pp.358-p.376. 19p. |
| Subject Terms: | *Audiovisual education, *Physical education, Animated films, Filmmaking, Axioms |
| Abstract (English): | The objective of this article is to show the possibility of developing educational proposals integrated from an audio-visual, more specifically from an animated film. For this, it will be exposed the theoretical foundations about the insertion of audiovisual productions in education. We will try to explore beyond simple recreational viewings, to look for the ability of cinema to address new learning in students of all educational stages. Consequently, we inquire about the postulates that make film integration possible in the several areas of knowledge. We will take into consideration arts, physical education, natural sciences, social sciences, languages and mathematics. From there, it will be elaborated a valid proposal for different stages, based on Smallfoot (2018), which tries to exemplify the postulates that are described previously. In the generation of the didactic procedures, the coordination between the different people who converge in the development of the pedagogical sequence seems fundamental for its success. The results of the proposal show a valid protocol for the selection and implementation of cinema in the classroom, according with a globalized and integrated way. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo de este artículo es mostrar la posibilidad de desarrollar propuestas educativas integradas desde un audiovisual, más concretamente a partir de la película de animación Smallfoot (2018). Para ello, se expondrán los fundamentos teóricos de la inserción de las producciones audiovisuales en educación, más allá de los simples visionados recreativos, para incidir en la capacidad del cine para abordar nuevos aprendizajes en el alumnado de todas las etapas educativas. En consecuencia, se indaga acerca de los postulados que hacen posible la integración fílmica en las diversas áreas de conocimiento. En este sentido, serán objeto de estudio la educación artística, la educación física, las ciencias naturales, las ciencias sociales, las lenguas y las matemáticas. A partir de ahí, se elaborará una propuesta válida para diferentes etapas basada en esta película de animación, la cual tratará de ejemplificar los postulados que se describen en el marco teórico. En esta generación de los procedimientos didácticos, la coordinación entre las diferentes personas que convergen en el desarrollo de la secuencia pedagógica se antoja fundamental para su éxito. Los resultados de la propuesta muestran un protocolo de actuación válido para la selección e implementación del cine en las aulas de manera globalizada e integrada. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O objetivo deste artigo é mostrar a possibilidade de desenvolver propostas educativas integradas a partir de um audiovisual, mais especificamente de um filme de animação. Para isso, serão expostos os fundamentos teóricos da inserção de produções audiovisuais na educação, para além de simples exibições recreativas, para influenciar a capacidade do cinema de endereçar novas aprendizagens em alunos de todas as etapas educacionais. Consequentemente, indaga sobre os postulados que possibilitam a integração do cinema nas diversas áreas do conhecimento. Nesse sentido, serão estudadas educação artística, educação física, ciências naturais, ciências sociais, línguas e matemática. A partir daí, será elaborada uma proposta válida para diferentes etapas com base em Smallfoot: Una aventura helada (2018), que tentará exemplificar os postulados descritos no referencial teórico. Nesta geração de procedimentos didáticos, a coordenação entre as diferentes pessoas que convergem no desenvolvimento da sequência pedagógica parece essencial para o seu sucesso. Os resultados da proposta mostram um protocolo de ação válido para a seleção e implementação do cinema em sala de aula de forma globalizada e integrada. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | The objective of this article is to show the possibility of developing educational proposals integrated from an audio-visual, more specifically from an animated film. For this, it will be exposed the theoretical foundations about the insertion of audiovisual productions in education. We will try to explore beyond simple recreational viewings, to look for the ability of cinema to address new learning in students of all educational stages. Consequently, we inquire about the postulates that make film integration possible in the several areas of knowledge. We will take into consideration arts, physical education, natural sciences, social sciences, languages and mathematics. From there, it will be elaborated a valid proposal for different stages, based on Smallfoot (2018), which tries to exemplify the postulates that are described previously. In the generation of the didactic procedures, the coordination between the different people who converge in the development of the pedagogical sequence seems fundamental for its success. The results of the proposal show a valid protocol for the selection and implementation of cinema in the classroom, according with a globalized and integrated way. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1518367X |
| DOI: | 10.5965/1984723824562023358 |
