CINEMA E A EDUCAÇÃO INFANTIL

Abstract

When we look at the praxis in the relationship between Early Childhood Education and Cinema, intersubjective cultural and formative processes are questioned – with multiple attractors – when perceived from the point of view of Theodor Adorno and Max Horkheimer (1985) in the sense of the concept of cultural industry and pseudo-formation or semi-culture (ADORNO, 2001). In this manner, it is argued that an errant posture is assumed, as an attempt to build meanings between childhoods, pedagogical practice and audiovisual dimensions. Therefore, it is importante a critical reflection that takes into account the social context in front of everything that is not true. So, the objective of this essay is not to develop finalistic theses – dialectical and idealistic –, but rather to remain in negativity (deny the synthesis), against the grain of children’s subjectivities tutored by others in contact with audiovisual dimensions.