<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000200354</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i2.8661505</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A TIRANIA DO VISÍVEL E SUAS IMAGINAÇÕES GEOGRÁFICAS: SOBRE UM ARQUIVO CINEMATOGRÁFICO NA ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE TYRANY OF THE VISIBLE AND ITS GEOGRAPHICAL IMAGINATIONS: ABOUT A CINEMATOGRAPHIC ARCHIVE IN SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA TIRANÍA DE LO VISIBLE Y SUS IMAGINACIONES GEOGRÁFICAS: SOBRE UM ARCHIVO CINEMATOGRÁFICO EN LA ESCUELA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Ana Paula Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[Camila Benatti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>354</fpage>
<lpage>373</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000200354&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000200354&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000200354&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A obrigatoriedade de exibição de pelo menos duas horas mensais de filmes brasileiros na escola trouxe à tona a discussão a respeito de como (e se) o cinema vem sendo utilizado no âmbito escolar. Em 2016, professores pesquisadores da Rede Internacional de Pesquisa Imagens, Geografias e Educação propuseram uma pesquisa comum a todos os polos da Rede (Brasil, Argentina e Colômbia), por meio de um questionário base, a fim de averiguar de que forma os professores de Geografia estavam se apropriando dessa nova possibilidade na educação. Quais as motivações levam professores a passarem filmes durante as aulas? Quais filmes são esses e quais conteúdos geográficos estão sendo suscitados? Para compreender as possíveis respostas a essas indagações, investigamos as respostas de 136 professores brasileiros. Primeiramente, consideramos o poder das imagens e as reflexões a respeito destas na educação geográfica, bem como trabalhamos com referencial teórico que desse conta de pensar o regime de visibilidade que envolve a apresentação de filmes como recurso didático ou como objeto de ampliação cultural de estudantes. Em segundo lugar, ao lidarmos com os resultados da pesquisa, problematizamos as motivações para o cinema na escola, demonstrando recorrências de temas, conteúdos e filmes citados pelos professores, questionando o protagonismo de alguns espaços. Nesse sentido, observamos como os filmes têm a potência de marcar o imaginário geográfico e cultural dos alunos e, a partir disso, atentar para a necessidade de discussão sobre os filmes apresentados, mostrando-os como um dos pontos de vista da realidade, mas não o único.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The requirement to display at least two hours a month of Brazilian films at school has brought up the discussion about how (and if) cinema has been used in schools. In 2016, research professors from the International Image, Geography and Education Research Network proposed a survey common to all the Network's centers (Brazil, Argentina and Colombia), through a basic questionnaire, in order to find out how Geography teachers were appropriating this new possibility in education. Which motivations lead teachers to show films in class? Which films are these and which geographical content are being raised? To understand the possible answers to these questions, we investigated the responses of 136 Brazilian teachers. Firstly, we consider the power of images and the reflections about them in geographic education, as well as working with a theoretical framework that is capable of thinking about the visibility regime that involves the presentation of films as a didactic resource or as an object of cultural expansion of students. Second, when dealing with the results of the research, we problematize the motivations for cinema at school, showing recurrences of themes, contents and films cited by the teachers, questioning the role of some spaces. In this sense, we observe how the films have the power to mark the geographic and cultural imagery of the students and, from there, we pay attention to the need to discuss the films presented, showing them as one of the points of view of reality, but not the only.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El requisito de exhibir al menos dos horas al mes de películas brasileñas en la escuela ha provocado la discusión sobre cómo (y si) se ha utilizado el cine en las escuelas. En 2016, profesores investigadores de la Red Internacional de Investigación en Imagen, Geografía y Educación propusieron una encuesta común a todos los centros de la Red (Brasil, Argentina y Colombia), a través de un cuestionario único, para conocer cómo los profesores de Geografía se estaban apropiando de esta nueva posibilidad en la educación. ¿Qué motivaciones llevan profesores a proyectar películas en clase? ¿Qué películas son estas y qué contenidos geográficos se están planteando? Para comprender las posibles respuestas a estas preguntas, investigamos las respuestas de 136 profesores brasileños. En primer lugar, consideramos el poder de las imágenes y las reflexiones sobre ellas en la educación geográfica, así como trabajamos con un marco teórico que sea capaz de pensar en el régimen de visibilidad que implica la presentación de películas como recurso didáctico o como objeto de expansión cultural de los estudiantes. En segundo lugar, al abordar los resultados de la investigación, problematizamos las motivaciones del cine en la escuela mostrando recurrencias de temas, contenidos y películas citados por los docentes, cuestionando el papel de algunos espacios. En este sentido, observamos cómo las películas tienen el poder de marcar el imaginario geográfico y cultural de los estudiantes y, a partir de ahí, prestar atención a la necesidad de discutir las películas presentadas, mostrándolas como uno de los puntos de vista de la realidad, pero no el único.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Cinema]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
<kwd lng="en"><![CDATA[Cinema]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Geografía]]></kwd>
<kwd lng="es"><![CDATA[Cine]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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