<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000200913</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ao07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cinema e educação básica: narrativas docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Cinema and education: teaching narratives]]></article-title>
<article-title xml:lang="es"><![CDATA[Cine y educación basica: narrativas docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Daniela da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pieczkowski]]></surname>
<given-names><![CDATA[Tania Mara Zancanaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>913</fpage>
<lpage>928</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200913&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200913&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200913&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto se ocupa de uma discussão, que parte dos enunciados de quatro docentes da Educação Básica, entrevistados durante a pesquisa de Mestrado em Educação de uma das autoras. Os questionamentos e implicações dali resultados, nos levam a pensar as relações entre o cinema e a docência, como espaço de produção de experiências de si e de subjetividades. Para tanto, olhamos para a obra de Michel Foucault, quando o autor reflete a ética como práticas de si mesmo e práticas de verdade, - evidenciando a liberdade do sujeito em detrimento dos processos de aprisionamento. Sem abandonar a herança da sua obra, sua Análise do Discurso, encontramos uma chave de leitura amparada nas relações entre sujeito e verdade, mediadas e construídas pelas práticas de si, sobretudo, tomadas a partir da noção do cuidado de si. Trazemos à superfície, assim, a problemática da verdade, da ética e da estética na educação, como espaço para pensar a narrativa de professores brasileiros, em um contexto no qual o currículo, o tempo em sala de aula e a vida docente não podem ser vistos separadamente. Por fim, observamos as condições de possibilidade de tensionar o lugar reservado para o cinema no planejamento docente e na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text deals with a discussion, which starts from the statements of four teachers of the Basic Education, interviewed during the research of Master in Education of one of the authors. The questions and implications of these results, lead us to think about the relationship between cinema and teaching, as a space for the production of experiences of self and subjectivities. Therefore, we look at the work of Michel Foucault, when the author reflects ethics as practices of himself and practices of truth, - evidencing the freedom of the subject at the expense of imprisonment processes. Without abandoning the legacy of his work, his Discourse Analysis, we found a key to reading supported by the relations between subject and truth, mediated and constructed by the practices of the self, above all, taken from the notion of self-care. Thus, we bring to the surface the problems of truth, ethics and aesthetics in education, as a space to think about the narrative of Brazilian teachers, in a context in which the curriculum, the time in the classroom and the teaching life cannot be viewed separately. Finally, we observe the conditions of possibility of stressing the place reserved for cinema in teaching and school planning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto se ocupa de una discusión, que parte de los enunciados de cuatro docentes de Educación básica, entrevistados durante la investigación de la Maestría en Educación de una de las autoras. Los cuestionamientos y consecuencias de allí surgidos nos llevan a pensar las relaciones entre cine y docencia, como espacio de producción de experiencias de si y de subjetividades. Por lo tanto, observamos en la obra de Michel Foucault, cuando el autor refleja la ética como prácticas de sí mismo y prácticas de verdad, - evidenciando a la libertad del sujeto en detrimento de los procesos de aprisionamiento. Sin abandonar la herencia de su obra, su Análisis del Discurso, encontramos una llave de lectura amparada en las relaciones entre sujeto y verdad, mediadas y construidas por las prácticas de si, especialmente, tomadas a partir de la noción de cuidado de sí. Traemos para la superficie, así, la problemática de la verdad, de la ética y de la estética en la educación, como un espacio para pensar la narrativa de los profesores brasileños, en un contexto en el que el currículo, el tiempo en el aula y la vida docente no pueden ser vistos. por separado. Finalmente, observamos las condiciones de posibilidad de enfatizar el lugar reservado al cine en la enseñanza y la planificación escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cinema]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de si]]></kwd>
<kwd lng="en"><![CDATA[Cinema]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Narrative]]></kwd>
<kwd lng="en"><![CDATA[Self-Practices]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Cine]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de sí]]></kwd>
<kwd lng="es"><![CDATA[Narrativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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