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A Agenda 2030 da ONU realça a importância da cultura, da arte e da educação para o desenvolvimento humano sustentável, o empoderamento individual, a cidadania ativa, a inclusão social e a coesão territorial. Duas literacias que para isso contribuem são a artística e a digital, estimulando capacidades de comunicação, sensibilidade, empatia e pensamento crítico que definem indivíduos e realidades. Também o cinema contribui para essa definição, combinando expressões e experiências artístico-culturais com modos de criação e receção cada vez mais próximos das tecnologias digitais. Os cruzamentos entre cinema e educação têm propiciado diferentes estratégias que confirmam a sua relevância para uma consciência e apropriação críticas do mundo por parte dos jovens. A proliferação das imagens como formas privilegiadas de contacto com o real acarreta a necessidade de reforçar competências de codificação e descodificação das mesmas. Esta deve trabalhar-se nas escolas, com abordagens que permitam compreender o papel do cinema e da comunicação digital na construção de perspetivas, sensibilidades e saberes polissémicos e informados. Assim, neste texto analisaremos os modos como cinema e tecnologia se posicionam, hoje, como áreas fundamentais para processos educativos de caráter inclusivo e sustentável, oferecendo amplas possibilidades de cognição, afetividade e atuação, quer individual quer coletiva.
The UN 2030 Agenda highlights the relevance of culture, art and education for human sustainable development, individual empowerment, active citizenship, social inclusion and territorial cohesion. Two of the literacies that most contribute to this purpose are the artistic and the digital, stimulating capacities of communication, sensitivity, empathy and critical thinking, that define individuals and realities. Cinema also participates in that definition, by combining artistic and cultural expressions and experiences with creative and spectatorial modes that more and more relate to digital technology. The intersections between cinema and education have provided different strategies that confirm their relevance for a critical awareness and appropriation ofthe world by young people. The proliferation of images as privileged forms for contacting with reality brings the need to reinforce visual encoding and decoding competences. This should be done in schools, through approaches that allow to understand the role of cinema and digital communication in the construction of polysemic and informed perspectives, sensitivities and knowledge. Thus, in this paper we will analyse how cinema and technology are, today, fundamental areas for inclusive and sustainable educational processes, offering wide possibilities for individual and collective cognition, affectivity and performance.
The UN 2030 Agenda highlights the relevance of culture, art and education for human sustainable development, individual empowerment, active citizenship, social inclusion and territorial cohesion. Two of the literacies that most contribute to this purpose are the artistic and the digital, stimulating capacities of communication, sensitivity, empathy and critical thinking, that define individuals and realities. Cinema also participates in that definition, by combining artistic and cultural expressions and experiences with creative and spectatorial modes that more and more relate to digital technology. The intersections between cinema and education have provided different strategies that confirm their relevance for a critical awareness and appropriation ofthe world by young people. The proliferation of images as privileged forms for contacting with reality brings the need to reinforce visual encoding and decoding competences. This should be done in schools, through approaches that allow to understand the role of cinema and digital communication in the construction of polysemic and informed perspectives, sensitivities and knowledge. Thus, in this paper we will analyse how cinema and technology are, today, fundamental areas for inclusive and sustainable educational processes, offering wide possibilities for individual and collective cognition, affectivity and performance.
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Cinema Educação Tecnologia Inclusão Sustentabilidade Education Technology Inclusion Sustainability