MOVIES, CONVERSATIONS AND AFFECTIONS IN THE BLACK GIRL’S SCHOOL CURRICULUM

Abstract

Images have the power to construct and transmit discourses, modeling public opinions and social behavior, providing the material with which people build their identities. Currently, the main foundation of the configuration of the world is the inseparability between politics and representation, whose relationship is intensified by the strength of the ubiquity of technology. We live in the society of the spectacle at the mercy of the cultural industry. Therefore, this article will seek to investigate gender relations, referring them to the social and historical character, as well as the interface of these categories with racial issues, in the educational context and specific and differentiated pedagogical practices that include history, culture and knowledge of the black to strengthen the identity of the black girl. Film is understood as the art that, promoting the aesthetic experience, makes it possible to critically look at certain realities. Thus, a curriculum with the power of communities of affection and conversations with critical analysis of Brazilian children's films is proposed for the formation of the ethnic-racial identity of the black girl. This article will seek a complementarity between the following thinkers and the theories on which they are based, such as Historical-Critical Pedagogy (Dermeval Saviani), Theory of Liberating Practice (bell hooks) and the potency of the community of affections (Janete Magalhães Carvalho).