Do intolerável ao impensável: potências educativas de um cinema cruel

Abstract

In this thesis I propose a problematization concerning the interface between cinema and education. Unlike speeches and proposals which focus on the link between cinema and education through the introduction of movies as a didactic resource or as a mean capable of representing educational situations, during this research I worked on certain theoretical concepts with the purposes of supporting the idea that the cinema is a device which produces educability effects based on the condition with the image frame. In this perspective, I refer to a way of individual education which occurs through the experience acquired by watching movies. I reinforce my arguments on the cinema theory presented by Gilles Deleuze, mainly his ideas on image-time. Deleuze develops the idea that the cinema is an event which may make one think, leading to the unthinkable in thoughts, fostering the creation of concepts and the idea of problems which would be responsible for a new thinking image, or thinking without images, which starts from the difference. I defend that the educational power of cinema is rather a philosophical expression, a philosophy of difference, and it is found in its capacity to produce thinking. In order to do so, the concept of "cruelty" is a form of expression which goes beyond representation, and is present in the content of the film; these images affect us, bringing out new thoughts, with no representation, thoughts with no images. This thesis is a mapping, done with the cartographic method, which takes as empirical reference some contemporary movies to, based on the contribution of some authors, such as Gilles Deleuze, Antonin Artaud, Friederich Nietzsche, among others, try to identify cruel images which might enable creating the unthinkable in the thought.