PHILOSOPHIZING AS THE CHILDHOOD OF CINEMA (DOCUMENTARY) AT SCHOOL

Abstract

This article seeks to deepen theoretical studies and inspire practical educating experiences for the fields of philosophy and cinema (practiced in schools). In it, we problematize the predominance of the so-called learning paradigm. The idea of childhood, from the point of view of the philosophical thought studied here, does not concern a period of human life, but a dimension of "intensive temporality" (Aión). 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 with notions elaborated by Jean-François Lyotard (1993), 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 skhole, 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 world in school.