“Por que tão sério?” O uso didático e pedagógico da produção cinematográfica do gênero super-heróis, no ensino de Sociologia

Abstract

The Social Sciences occupy, in basic education, a space of little expression, compared to the other fields of knowledge that form their curriculum. The discipline of Sociology fulfills the function of representing the Social Sciences, being present, in a mandatory way, only in high school and with a history of intermittency as to its mandatory and even presence in basic education. The contact of the middle school student with sociology needs to go through the school's view of these young students. The forms of identity and the set of cultural signs that the diversity of young people presents to the school, give margin for also different approaches to sociological knowledge. The pedagogical intervention presented aimed to promote the sociological reasoning of the students from the film productions, films and series, of the superhero genre. The chosen theme started from observations and conversations of the teacher author of the intervention with students about how they found identification and distancing from reality, at the same time, in the stories of superheroes produced in films and series in the last decade. The intervention was structured in a didactic sequence applied in two classes, composed of students from the three grades of high school, from two state schools of Fortaleza/CE. The proposal to consider representative knowledge and signs elected by young people and taken to school is based on the texts of Carrano (2009) and Lima Filho (2017), mainly. Within the chosen theme is based on the works of sociologists Nildo Viana (2005) and Amaro Xavier Braga Junior (2010), which deepen the discussion about superheroes in pedagogical and didactic use. The social impact that justifies the relevance of the theme is problematized in the discussions of authors such as Benjamin (1983) and Certeau (1998), for example. The intervention took place through elective disciplines taught in full-time public schools and had as results the appropriation, by students, of sociology as systematized and scientific knowledge, for the study of issues pertinent to their world, based on the same practice applied to works of the superhero genre, that were worked in the elective discipline