<?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>2317-0972</journal-id>
<journal-title><![CDATA[Leitura: Teoria e Prática ]]></journal-title>
<abbrev-journal-title><![CDATA[LTP]]></abbrev-journal-title>
<issn>2317-0972</issn>
<publisher>
<publisher-name><![CDATA[Associação de Leitura do Brasil (ALB)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2317-09722014000200077</article-id>
<article-id pub-id-type="doi">10.2014/LTP-v32n63dez0006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O cinema como linguagem potencializadora dos processos de aprender-ensinar]]></article-title>
<article-title xml:lang="en"><![CDATA[Movies as a potentiating language of teaching-learning processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sandra Kretli da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espítito Santo Departamento de Educação, Política e Sociedade e do Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo Departamento de Técnicas de Ensino e Pesquisa ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>32</volume>
<numero>63</numero>
<fpage>77</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722014000200077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722014000200077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722014000200077&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Objetiva-se, a partir de problematiza&#231;&#245;es decorrentes de processo de pesquisa com alunos de escolas p&#250;blicas de ensino fundamental, utilizando o cinema, relacionar o tempo vivido, afetivo e percebido no cotidiano escolar com os conceitos de imagem-movimento e imagem-tempo em sua composi&#231;&#227;o como clich&#234;s e como poss&#237;veis "cristais do tempo". Tomam-se, como intercessores te&#243;ricos privilegiados, Henri Bergson (2006) e Gilles Deleuze (1985, 1990). Utiliza-se, como estrat&#233;gia metodol&#243;gica, a pesquisa-interven&#231;&#227;o em redes de conversa&#231;&#245;es com os alunos, tendo como disparadora das redes de di&#225;logos a linguagem cinematogr&#225;fica. Aponta-se que, por meio dos usos de imagens-cinema, alunos ampliam os processos de inven&#231;&#245;es para outros novos modos de aprender, pois as narrativas cinematogr&#225;ficas possibilitam desconstruir e deslocar os conhecimentos clich&#234;s petrificados nos cotidianos escolares, assim como, movimentam o pensamento em busca de abertura para outros modos e outras composi&#231;&#245;es de estar escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper, starting from issues raised within the research process with elementary schools students, using cinema, aims to relate the lived, affective and perceived time in every day school life and the concepts of movement-image and time-image in their composition as clich&#233;s and possible "crystals of time". We have taken Henri Bergson (2006) e Gilles Deleuze (1985, 1990) as privileged theoretical intercessors. We have used, as a methodological strategy, the intervention-research in networks of conversations with students, having the cinematic language as a trigger of dialogues in the networks. We argue that, through the use of movie images, the students extend the processes of inventions to other new ways of learning, because the cinematic narratives allow them to deconstruct and displace the knowledge petrified in everyday school life; they move thought, as well, in search of other ways and other compositions to be part of school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagens]]></kwd>
<kwd lng="pt"><![CDATA[Imagens-Cinema]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Languages]]></kwd>
<kwd lng="en"><![CDATA[Movie-Images]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[School Daily Life]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Delboni]]></surname>
<given-names><![CDATA[T. M. Z. G. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Ética e estética da existência: por um currículo estranho.]]></article-title>
<source><![CDATA[Revista Currículo sem Fronteiras]]></source>
<year></year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>170-84</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
