Corpo e desejo no cinema: experiências educativas estesiológicas

Abstract

We present the thesis that the experience of seeing the body related to its perception as a desire mode in the cinema configure a educational experience. We consider that this experience can cause displacements in the way of see of the spectators in a movement of re-learn to see the world based on an encounter with another person which is expressed by the characters and on the aesthetics of the film. While the aim of the research, we seek to understand the visibility of the body and the desire in the cinema as an educational phenomenon, as well as, from the encounter with another person and intercorporealty in the cinema, other sensitive meanings, cultural , bodily and existential for education configured based on various possibilities of being, existing, feeling and creating of the characters in the world with their desires, sexualities and affections that go through them. We also aim to elaborate an educational material based on the analysis of the film forms, Cinestesia movie sessions and the CINEDUC (Body, Cinema and Education) experience to research and teacher formation. We wish that the elaborated material can be engaged as a pedagogical strategy about the body, desire, sexuality and esthesiology. We adopt for the development of this research the phenomenological approach of Maurice Merleau-Ponty, as theoretical and methodological background, this approach was based on lived experience that does not excuse issues related to the body, the other and sensible over the processes of knowledge. We mobilize phenomenological reduction and imaginative variation as research resources and research techniques, using cinema as the language that allows to see the body, desire, sexuality, the expression, accomplishing knowledge, perception and educational processes. We analysed a corpus composed of six films whose stories invite to an exploration of the research problems under a phenomenological view. The films disclose an educational phenomenon that comes from perception as a desire mode illustrates itself in the body, in meetings, intercorporealty and on lived experiences by people among themselves and with each other. During this process, we think about an education that emerges from sensibility, that move the body, the desire, perceptions and affections, expanding the ways of being, thinking and knowing themselves and each other. A sensitive education which allows a way to re-learn to see the world continuously, walk through, and by, the screens of each other, moves toward it and transform us, as it does with desire.