Disciplina e indisciplina no processo educativo: uma reflexão crítica sobre os estudos pedagógicos e sobre uma experiência com o cinema

Abstract

This theoretical study discusses and problematizes the discipline and indiscipline in the educative process from contemporary pedagogical studies and an experience with the cinema developed in the extension project “Cinema ComVida”. When supporting on educational philosophical reflections developed by Theodor W. Adorno and Christoph Tüecke, thinkers of the Critical Theory of Society, in this study, argument that the discussion on the formative dimension of discipline must happen, considering the omnipresence of the audiovisual images as an element that has been forming the behavior of the educational agents. The first chapter presents and problematizes the pedagogical approaches of the school discipline and indiscipline, extracted from papers produced between 2009 and 2013, found in the Dissertation Bank of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and of the Brazilian Digital Library of Dissertations and Thesis. The problematization of these papers allowed a manifestation of resistance to the powers instituted in society and in school, conceiving it as accommodation, while the indiscipline is understood as non-conformism. The second chapter brings reflections of Adorno and Türcke on the cultural modifications on the development of the capitalist society, which allow us to think their effects over the discipline and indiscipline in the educative process. Adorno and Türcke, although not treating the central form of these themes, point to the need of the discipline and indiscipline in the educative process be thought over, permanently, inside the social context in which the technical and technological life forms advance. Both consider the discipline as a fundamental moment in the educative process, compromised with the construction of a critical and self-determined thought. The third chapter narrates and discusses moments of the “Cinema ComVida” extension project, which had the disciplinary effect over itself. The work developed in this project on the cinematography of Alfred Hitchcock, which consisted in exhibiting and discussing his work, seeking to interpret them based on the Critical Theory, allowed us to recognize the “Cinema ComVida” as an important space to think the possibilities and the limits of self-disciplining. With it, what is highlighted is a systematic, continuous, collective and detained work, which contributed to understand the relevance of delaying on images for developing discipline.