Vieira, Marcilio de SouzaCoringa, Ricardo Nunes2018-12-132018-12-132018-07-30CORINGA, Ricardo Nunes. Luz, câmera, ação: uma experiência com o cinema no ensino de artes na escola. 2018. 91f. Dissertação (Mestrado Profissional em Ensino de Artes - Profartes) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2018.https://repositorio.ufrn.br/jspui/handle/123456789/26360This work was carried out with the support of the Coordination of Improvement of Higher Education Personnel - Brazil (CAPES) - Financing Code 001.The establishment of parameters that define the relevance of cinema as art and form of visual literacy was approached systematically during the dissertation writing in question, besides being emphasized here the importance of cinema in pedagogical practices, since the memso has been a promoter of knowledge in the classroom for decades. The experimentation involving film art and school in the case of the project Light, camera, action: the cinema in the school, which served as the north for this writing, occurred through the experience in the classroom with the production and experimentation in cinema , through critical analysis, as well as understanding the poetic and technical construction of a film. The research aimed to describe and analyze the experience lived in the classroom with the production of short films based on the use of the cell phone, as well as to understand how the visual learning process in the curricular component Art from such experience. The research that gave rise to this dissertation was based on the following study questions: What are the pedagogical potential of cinema in the classroom? Is it possible to produce cinematographic short films in the school space using a cellular device? Are there conditions for visual literacy from the movies at school? The methodology that bases this study is qualitative descriptive nature under the bias of action research. There are three chapters contained in this study, the same ones called "Light", "Camera", "Action", culminating with the final considerations, named "Outcome" and the references, called "Characters". The first chapter named "Light" covers part of the history of cinema and filmic art itself (image) as a literacy tool (ROSSI, 2009), as well as a reflection on the appreciation, contextualization and making of the Triangular Approach proposed by Barbosa (2009) in consonance with the writing of Duarte (2009) and Napolitano (2015) regarding the triad cited, seeking to discuss the forms and possibilities of cinema in education. On the other hand, the next chapter of the dissertation called "Camera" brings an account of experience involving the importance of cinema as a pedagogical tool and its successful experience in the classroom, as well as highlights the cinematographic production developed by the students involved, thus seeking a a description of the main scenes of the selected short films, being described in a didactic and succinct way, thus gaining an understanding of the essential ideas and formators of the films, which went through four stages within the project "Light, Camera, Action: The cinema at school ". The steps described will be better explained in the course of this second chapter. Chapter three was called "Action" and analyzes the production of short films described in the previous chapter. In advance of the chapters there is an introduction titled "With how many takes is the cinema made? "And succeeding them the final considerations called" Outcome "and the nominated references of" Characters ".Acesso AbertoEnsino de ArteCinemaEducaçãoProcesso de criaçãoAlfabetização visualmasterThesisCNPQ::LINGUISTICA, LETRAS E ARTES::ARTES: ENSINO DE ARTES