THE CHILDLIKE STRENGHT OF PHILOSOPHIZING AND OF CINEMA (DOCUMENTARY) AT SCHOOL

ABSTRACT: This article seeks to deepen theoretical studies and inspire practical educational experiences in the fields of philosophy and cinema (practiced in schools). In it, we problematize the predominance of the so-called learning paradigm. From the philosophical thought studied here, the idea of childhood does not concern a period of human life but a dimension of "intensive temporality" (aion). It is a childhood that can be experienced by both children and adults. Thus, we suggest as a hypothesis that, in order to make cinema at school, outside the logic of learning, it is necessary to recreate a childhood time that suspends hegemonic devices and invites students to experience this aionic time. To this end, we work Jean-François Lyotard's (1993) notions, when he proposes different concepts and places for childhood; as well as with works by Jan Masschelein and Maarten Simons (2014) and Jacques Rancière (2005), when they think about school from its Greek etymology schole, which means "free time." To meet the childhood of cinema (documentary) in schools means to meet the childhood of cinema's thought, a disruptive, affirmative force that makes the world in school.