A POTÊNCIA DA ANÁLISE FÍLMICA NO CONTEXTO EDUCACIONAL: A EXPERIÊNCIA COM O FILME ZERO (2010)

The discussion about the social dynamics that has emerged today emphasizes the visibility, therefore it diminishes the importance of the words. It demands other training and educational perspectives. In view of this, some things become fundamental: to educate the looking, appreciating and analyzing images, especially those coming from audiovisual language. This article asks: how to analyze moving images? How do aesthetic devices favor the formation of the spectator? How can cinema contribute to this formative process? Based on Eduardo Galeano's literary invitation, we suggest the film analysis of short films as a powerful methodological way of raising awareness, attention, creation, elaboration, collective production and knowledge. Galeano (2002), Bouilloud (2013), Aubert and Haroche (2013), Fresquet (2020), Vanoye and Goliot-Lété (1994), Elsaesser and Hagener (2019) and Adorno and Horkheimer (1985) are some of the authors who supported the debate. The short film Zero (Kezelos, 2013), directed by Christopher Kezelos, became a guide for carrying out a formative film analysis due to the fertility and thematic diversity of the animation. Finally, we consider that understanding the relationship between cinema and education, more specifically, film construction, the behind-the-scenes of film production, its aesthetic devices, its thematic approaches and its axes of interpretation, constitutes the essence of film analysis as a possibility of aesthetic formation. sensitive and critical in the educational context.