A diversidade e a inclusão social na arte: literatura e cinema em diálogo

Abstract

To what extent can art be important in terms of diversity and inclusion in the school environment? This is the question from which this paper was proposed, whose main objective is to demonstrate the dialogical use between cinema and literature, in a teaching proposal for diversity and social inclusion. He also seeks to highlight some explicit methodological suggestions in a Didactic Catalog, in the format of material to support the teacher, since it is an educational product, requirement of the Professional Master of the Postgraduate Program in Teaching of Human, Social and Nature Sciences (PPTNS) at the Federal Technological University of Paraná (FTUPR). This research is justified by the need to bring up socially important issues, and the school is an institution conducive to this. Art (in the case of literature and cinema), in turn, functions as an adjunct in the process of sensitization and construction of the subjectivity of the subjects, breaking discriminatory, racist, prejudiced and marginalizing paradigms. To stimulate, then, the reflections on the humanizing power of art, its theories and relationship with the social context, authors are present such as: Candido (1975; 1999; 1995, 2004), Cosson (2007), Bhabha (2007), Brito (2006) and Stam (2008). Initially, the investigation was based on a bibliographic survey. Then, the Didactic Catalog (guiding element of the activities developed by the educators) was produced, listing literary and cinematographic composicion for Early Childhood Education, early and late years of Elementary School, High School and Higher Education. For the validation of the educational product, tested in a public school that serves students in the early years of elementary school, methodologically we opted for field research. There was the guidance and monitoring of six teachers in the elaboration and execution of their methodological plans, also observing that art has great potential in the development of the subject's otherness. It was proved that the dialogue between literature and cinema contributes to the student's awareness and takes a new look (of acceptance) on diversity and social inclusion. The teachers involved pointed out that this interaction is possible, since they applied activities suggested in the Didactic Catalog successfully, and that they will extend their effects beyond the school walls.