(Re)Inventing scenes and imagination games: dialogues between Cinema and Performance in early Childhood Education
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Abstract
The objective of this text is to understand how children in Early Childhood Education — after watching commercial films that circulate within school settings today — perform and engage in imagination games of scenes and characters. This approach stems from the performative activation Pim-Pam (2021) by artist Roger Bernat, in dialogue with the work Memories of Overdevelopment (2021) by Kidlat Tahimik, both featured in the 34th and 35th São Paulo Biennials of Contemporary Art. Methodologically, it is based on participant research with five classes of Group 5 (ages 5 and 6), and theoretically grounded in the historical-cultural perspective with Vigotski (1996), Pasqualini and Lazaretti (2022); in Childhood studies with Sarmento (2004) and Giroux (2001); and in contemporary art studies with Abad Molina and Ruiz de Velasco (2011; 2019), Cunha and Carvalho (2021) and Cunha (2023). It concludes by suggesting that the interface of Performance and Cinema empowers children, enabling them through imagination games to counter and subvert mimetic pedagogical actions that persist in restraining young bodies.
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