Além do que se vê, além do que se come: alimentação e cinema como novas linguagens pedagógicas no ensino de história na educação de jovens e adultos

Abstract

This work proposes a reflection on the use of the cinematographic resource, especially the Documentary, in the middle as discussions about feeding not educational field, from the teaching of History in the EJA, thinking about their contributions to the understanding of identity, memory and regional culture. What is an image can be taken as a document and if the food a sociocultural code seeks to investigate a representation of commensality without cinema in a pedagogical perspective for the teaching of History in the approach to memory, identity and regional culture in Youth Education and Adults. It is therefore reflected as representatives of food and publications and documentation in a group of young people and adults of elementary school of a public school located in the municipality of Lagoa Seca-PB. The emphasis of this centrality is projected, firstly, on the value given to food, insofar as it posits a form of constitution of a historical, cultural and identity card built on memories level, secondly, in relation to the pedagogical instance supposes by the cinema. Taking as a discussion bias the theoretical contribution of the New Cultural History, we will think of both the cinema as food and learning and the new languages for the research and teaching of history, recommending the multiple possibilities to be addressed as film productions in the construction of memories and identities in the context of regional culture. It is theoretically based the discussion in authors such as: Ferro (2010), Pesavento (2008), Duarte (2008), Napolitano (2008), Silva (2012), Hall (2002), among others that launch understandings and perspectives on the present object of study. The effectiveness of the research, as well as an analysis of the qualitative approach, research-action type in articulation with Oral History, aiming to reflect a representation of commensality without cinema in a pedagogical perspective for teaching History to think the concept of memory, identity and culture in the regional context in the Education of Youths and Adults through Pedagogical Workshops. We believe that the cinematographic resource when being inserted in the teaching of History, presents then a pedagogical language that potentiates the teaching practice. This means an evident methodological renewal, inasmuch as both the cinema and the food, thought in addition to sociocultural and pedagogical practices, permanent experts of signifiers that contribute to the representation of the memory and identity of a group.