Cinema as a methodology of a philosophy teaching practice

Abstract

The conversations of this article aim to focus on how to work the philosophy articulated to the cinema in the High School, besides thinking the conditions - favorable or not - to the student, for the promotion of the interactivity and the critical thinking, in order to overcome the difficulties related to the process. of philosophical thinking. In addition, the article intends to investigate cinematographic images as a methodological teaching-learning practice applied to the discipline of philosophy, in the school context of regular basic education based on the philosopher Gilles Deleuze's thinking. We seek in this article to make the encounter between philosophy, cinema and education. Following the deleuzian thought, philosophy in conjunction with cinema, meeting education, comes to develop a practical methodology for teaching philosophy in basic education, since both can develop in education the process of problematizing thought and giving it to the secondary student. the ability to read images and develop thought, and also to give it instruments so that it can develop the ability to create concepts as Deleuze and Guattari thought in the book What is Philosophy? Nevertheless, in bringing philosophy and cinema together, we do not propose to make philosophy interpret cinema, but philosophy to work and think with cinema in the classroom. Thus, to think the teaching of philosophy following the deleuzian thought is to understand that cinema, like philosophy, is also a great creator of concepts, because it provides the translation of concepts in audiovisual terms. In the philosopher's words “cinema itself is a new practice of images and signs, whose theory philosophy should make as a conceptual practice” (DELEUZE, 2007, p. 332).