Jovens em Formação: corpo e estigma por meio da experiência estética com filmes

Abstract

This research, developed at the Federal University of Sergipe (UFS), as part of the Graduate Program in Education (PPGED/UFS) within the Technologies, Languages, and Education research area, addresses the themes of the body, stigma, cinema, and education. It analyzes how the filmic aesthetic experience, mediated by dialogical pedagogical practices in the context of secondary education, contributes to the sensitive, critical, and reflective human development of students, particularly in addressing issues related to the body and processes of stigmatization among young people. Methodologically, a qualitative field study was conducted, inspired by action research and grounded in the principles of media education. The research was carried out in a high school setting in the city of Fátima, Bahia, using purposive sampling. Fifteen young people aged 15 and 18 years participated in the study. Data were produced through the filmic aesthetic experiences and focus groups, which utilized cinematic language to explore issues related to the stigmatized body, in addition to a questionnaire designed to identify the participants’ profiles and their relationships with the films. Four screenings were held featuring the following films: “Uma história de amor e fúria” (Luiz Bolognesi, 2013), “Moonlight: sob a luz do luar” (Barry Jenkins, 2016), “Mary e Max - Uma Amizade Diferente” (Adam Elliot, 2009) e “Últimas conversas” (Eduardo Coutinho, 2015). Data analysis was conducted using thematic content analysis, as proposed by Bardin (2016). The results show that the sessions fostered educational processes that integrated sensitivity and critical reflection; The young participants identified stigmatized bodies, discussed the consequences of stigma and coping strategies related to the situations experienced by the characters, as well as their personal experiences both inside and outside of school, highlighting the importance of family, friends, and institutional action in mitigating school violence. In this sense, the aesthetic experience of film, when mediated by dialogical pedagogical practices, contributes to the sensitive, critical, and reflective human development of high school students.