CINEMA NACIONAL, CRIANÇA/INFÂNCIAS E EDUCAÇÃO INFANTIL

Abstract

The research intended to analyze the relationship between national cinema and children/childhood in early childhood education from an anthropological perspective of the child. These are taken as fields of investigation: (1) the São Paulo Children's Film Show (SP, 2022), (2) the Florianópolis Children's Film Show (SC, 2023), and (3) the Brasília Festival of Brazilian Cinema (FBCB, 2023). We selected some films in a flâneur way to analyze the development of children based on the “racial” dimensions, gender, childhood, people considered to have disabilities, and the social dimension. How are these dimensions portrayed in the films selected for the cultural formation of children? What formative implications for childhood do these films have the potential to foster? Thus, from a methodological point of view, this is a qualitative research that has taken the documents (films) as a camp and has appropriated from filmography and bibliographies existing information on the topics discussed here. The theoretical references reside in the human and social sciences and cinema, among others. The study is justified by research to construct interfaces between childhood/children in early childhood education and the audiovisual dimensions through a theoretical and critical reflection considering the indicated above dimensions that inhabit the formative universe, and also, structure the relationship between children/childhood. We conclude that children are social authors who with access to audiovisual production (national cinema) can produce other realities that can transform their reality into a permanent modification of their environment and themselves. It was only possible to achieve that conclusion from the synthesis of negation (between national cinema and the child in early childhood education) which expands reflexive instrumentalization image universe in light of the sensitive gaze of children through the non-pacified dimension of children's subjectivities. Therefore, this dynamic, the synthesis of negation, suggests a reading that goes against the grain of the child's context and remains under the tutelage of others.