<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400305</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.79021</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PASOLINI, CINEMA E EDUCAÇÃO dispositivos fílmicos para uma pedagogia corsária]]></article-title>
<article-title xml:lang="en"><![CDATA[PASOLINI, CINE AND EDUCATION filmic devices for a corsair pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[PASOLINI, CINE Y EDUCACIÓN dispositivos fílmicos para una pedagogía corsaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[João Paulo Barreto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scareli]]></surname>
<given-names><![CDATA[Giovana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João-del-Rei  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São João-del-Rei  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta uma discussão sobre cinema e educação a partir da análise de filmes de Pier Paolo Pasolini e desenvolve a ideia de uma pedagogia corsária para a invenção de dispositivos (Foucault, 1999) fílmicos que podem ser trabalhados por educadores em diferentes contextos. Os objetivos foram aproximar o cinema da educação e refletir sobre uma possível pedagogia corsária (Pasolini, 2020) a partir da ideia de que o cinema pode ser entendido como um ato subversivo de criação, síncope de imagem em movimento e som e forma expressiva de arte que ludibria as pedagogias que territorializam o saber. A metodologia da pesquisa é basicamente bibliográfica, fazendo uma cartografia (Costa, 2014; Barros, Barros, 2014) dos filmes que são assistidos e decupados, parcialmente, para exame pormenorizado. Inspirados, principalmente, pela obra de Pasolini e outros autores que, em alguma medida, foram afetados pelas cintilações dos vaga-lumes pasoliniano, como Didi-Huberman (2011), acreditamos que o cinema se aproxima da educação por meio de uma pedagogia de pilhagens inventivas, que burla as formas padronizadoras de mundos ao reconhecerem as potências artísticas e políticas desses indivíduos luminescentes que se apoiam na linguagem fílmica como forma de expressão e que constroem um conhecimento sensível.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents a discussion on cinema and education based on the analysis of films by Pier Paolo Pasolini and develops the idea of a corsair pedagogy for the invention of filmic devices (Foucault, 1999) that can be worked on by educators in different contexts. The objectives were to bring cinema closer to education and reflect on a possible corsair pedagogy (Pasolini, 2020) based on the idea that cinema can be understood as a subversive act of creation, syncopation of moving image and sound and an expressive form of art that deceives the pedagogies that territorialize knowledge. The research methodology is basically bibliographical, making a cartography (Costa, 2014; Barros; Barros, 2014) of the films that are partially viewed and dissected for detailed examination. Inspired, mainly, by the work of Pasolini and other authors who, to some extent, were affected by the flickering of Pasolinian fireflies (Didi-Huberman, 2011), we believe that cinema approaches education through a pedagogy of inventive plundering, bypassing standardizing forms of worlds by recognizing the artistic and political powers of these luminescent individuals who rely on filmic language as a form of expression and construct sensitive knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta una discusión sobre cine y educación a través del análisis de películas de Pier Paolo Pasolini y desarrolla el concepto de &#8220;pedagogía corsaria&#8221; para la invención de dispositivos (Foucault, 1999) fílmicos que pueden ser utilizados por educadores en diferentes contextos. Los objetivos eran acercar el cine a la educación y reflexionar sobre una posible pedagogía corsaria (Pasolini, 2020) basada en la idea de que el cine puede entenderse como un acto subversivo de creación, una síncopa de imágenes en movimiento y sonido, y una forma de arte expresiva que sirve a las pedagogías que territorializan el conocimiento. La metodología de la investigación es básicamente bibliográfica, realizándose una cartografía (Costa, 2014; Barros; Barros, 2014) de las películas visionadas y parcialmente desglosadas para su examen detallado. Inspirándonos principalmente en la obra de Pasolini y otros autores que estuvieron, en cierta medida, influidos por los centelleos de las luciérnagas pasolinianas (Didi-Huberman, 2011), creemos que el cine aborda la educación a través de una inventiva pedagogía corsaria, eludiendo las formas estandarizadas de conocimiento y reconocimiento artístico y político. potencialidades de estos individuos luminosos que confían en el lenguaje cinematográfico como forma de expresión y construyen un conocimiento sensible.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[Pasolini]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia corsária]]></kwd>
<kwd lng="pt"><![CDATA[dispositivos.]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[Pasolini]]></kwd>
<kwd lng="en"><![CDATA[corsair pedagogy]]></kwd>
<kwd lng="en"><![CDATA[devices.]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[Pasolini]]></kwd>
<kwd lng="es"><![CDATA[pedagogía corsaria]]></kwd>
<kwd lng="es"><![CDATA[dispositivos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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