La présente thèse étudie la transformation de l’Italie vers la postmodernité (1957-1978) à travers le cinéma de trois auteurs : Michelangelo Antonioni, Federico Fellini et Pier Paolo Pasolini. Elle explore l’historicité du cinéma, en interrogeant la manière par laquelle le septième art constitue une mise en forme et une écriture de l’histoire. Dans la convergence de deux histoires, celle humaine et celle du cinéma, elle met en récit l’expérience de la transformation sociétale et artistique. En dernière analyse, il est question d’étudier le cas italien comme un paradigme. En réactualisant les propositions des trois cinéastes dans le contexte contemporain de la mondialisation, de l’hypermédiatisation et de la domination technologique, le présent travail nous invite à repenser la vie humaine et la création artistique face aux défis de la postmodernité. / This thesis examines the transformation of Italy towards postmodernity (1957-1978) through the cinema of three film directors: Michelangelo Antonioni, Federico Fellini, and Pier Paolo Pasolini. It explores the historicity of cinema, by questioning the concrete means through which film constitutes a form and a writing of history. In the coming together of two histories, the human one and that of the cinema, the thesis recounts the experience of a societal and artistic transformation. In the final analysis, it is a question of studying the Italian case as a paradigm. By updating the proposals of the three filmmakers in the contemporary context of globalization, hypermedia and technological domination, this work invites us to rethink human life and artistic creation, facing the challenges of postmodernity.

O trabalho apresenta uma revisão bibliográfica sobre a relação entre cinema, história e ensino de história e a reflexão sobre a forma como o cinema tem sido utilizado como recurso pelos professores de história. A partir da revisão, de entrevistas com colegas professores e alunos construiu-se uma proposta pedagógica de uso do cinema para abordar o tema da Pluralidade Cultural no contexto dos Temas Transversais. A proposta pedagógica lança reflexões sobre as possibilidades de uso do cinema e de outras fontes dentro de uma perspectiva interdisciplinar e que dá à Pluralidade Cultural espaço para fazer parte do currículo escolar no curso do ano letivo, retirando do tema o caráter de currículo eletivo, que aparece ocasionalmente como curiosidade no currículo escolar. Considerando o fato de que Pluralidade Cultural é um tema amplo, escolhi abordar o sincretismo religioso. A partir das relações entre cinema e história, esta proposta pretende contribuir para que estudantes da educação básica reflitam sobre o caráter móvel da cultura e das diferentes religiões. / This dissertation presents a bibliographic review of the relationship between cinema, history and history teaching, and a reflection on how cinema has been used as a teaching resource for history teachers. Based on this review, interviews with fellow teachers and students we aimed at developing a pedagogical proposal for using cinema as a means for approaching the subject “Cultural Pluralism” in the context of the “Tranversal Themes”. The pedagogical proposal evokes reflections on the possibilities of using cinema and other sources within an interdisciplinary perspective, giving Cultural Pluralism a space in school curriculum throughout the year, thus removing its character of an elective subject, appearing occasionally as a mere curiosity. Taking into account that Cultural Pluralism is a broad theme, I chose to approach the issue of religious syncretism. By looking at the relationships between cinema and history, this proposal intends to be a contribution for students from basic education, so they can reflect on the shifting character of culture and different religions.

O trabalho apresenta uma revisão bibliográfica sobre a relação entre cinema, história e ensino de história e a reflexão sobre a forma como o cinema tem sido utilizado como recurso pelos professores de história. A partir da revisão, de entrevistas com colegas professores e alunos construiu-se uma proposta pedagógica de uso do cinema para abordar o tema da Pluralidade Cultural no contexto dos Temas Transversais. A proposta pedagógica lança reflexões sobre as possibilidades de uso do cinema e de outras fontes dentro de uma perspectiva interdisciplinar e que dá à Pluralidade Cultural espaço para fazer parte do currículo escolar no curso do ano letivo, retirando do tema o caráter de currículo eletivo, que aparece ocasionalmente como curiosidade no currículo escolar. Considerando o fato de que Pluralidade Cultural é um tema amplo, escolhi abordar o sincretismo religioso. A partir das relações entre cinema e história, esta proposta pretende contribuir para que estudantes da educação básica reflitam sobre o caráter móvel da cultura e das diferentes religiões. / This dissertation presents a bibliographic review of the relationship between cinema, history and history teaching, and a reflection on how cinema has been used as a teaching resource for history teachers. Based on this review, interviews with fellow teachers and students we aimed at developing a pedagogical proposal for using cinema as a means for approaching the subject “Cultural Pluralism” in the context of the “Tranversal Themes”. The pedagogical proposal evokes reflections on the possibilities of using cinema and other sources within an interdisciplinary perspective, giving Cultural Pluralism a space in school curriculum throughout the year, thus removing its character of an elective subject, appearing occasionally as a mere curiosity. Taking into account that Cultural Pluralism is a broad theme, I chose to approach the issue of religious syncretism. By looking at the relationships between cinema and history, this proposal intends to be a contribution for students from basic education, so they can reflect on the shifting character of culture and different religions.

Orientador: Fernão Vitor Pessoa de Almeida Ramos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-10T18:42:54Z (GMT). No. of bitstreams: 1 Catelli_RosanaElisa_D.pdf: 1276525 bytes, checksum: 7ab916ea5d493e1db1aa047d805e30d3 (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa teve por finalidade avaliar as propostas de cinema educativo, entre os anos de 1920 e 1930, no Brasil. Teve por objetivo refletir a respeito das concepções de cinema nacional, cinema educativo e cinema documentário no período, além de investigar a inserção do cinema no contexto cultural daquele momento. Para isso foi analisada a bibliografia referente ao cinema educativo, em especial aquela vinculada aos educadores da Escola Nova, que foram os principais formuladores desta proposta de uso do cinema na educação. Também selecionamos as matérias da Revista Cinearte, do período em questão, que trataram do tema. A partir deste material destacamos a presença das influências do cinema educativo francês e americano no Brasil e observamos também a contribuição desta proposta para uma padronização na forma de realização do cinema nacional, em especial dos chamados "naturais¿. Sendo assim, o cinema educativo teria contribuído não só para educar as massas, na sua formulação original, mas inclusive para educar o próprio cinema / Abstract: The aim of this research is to evaluate the proposals by educational film, in the 1920s and 1930s, in Brazil. Furthermore, a main objetive is to reflect on the conceptions concerning national, educational and documentary cinema in the period established, as well as to investigate cinema¿s penetration in the cultural context in that time. It was analysed bibliographic material related to educational cinema, especially that linked to the approach adopted by Escola Nova¿s educators, who were the mayor proponents of educational cinema use. It was also selected and analysed material on the subject published by Revista Cinearte, in the period studied. Considering the analysis of the collected data, we ponder the influence of french and american educational cinema in Brazil as well as its contribution to the standardization of national cinema, especially concerning to ¿natural¿ films, in Brazil. In this way, we argue that educational cinema has contributed, in its original conception, not only to educate people but also to educate the cinema itself / Doutorado / Doutor em Multimeios

Ce travail cherche à comprendre comment le cinéma d’animation en Tunisie, une pratique artistique « en marge », à la fois dans son monde de l’Art et dans la société dans laquelle elle est produite, puisse s’ériger en tant que vecteur de contestation dans un contexte autoritaire. Il s’agit de tracer l’histoire méconnue de cet art depuis sa genèse et sur toute la période étudiée (1965-1995). Une histoire qui se confond avec celle des changements sociopolitiques du pays sous les deux régimes autoritaires postindépendance. Nous entendons dégager la ou les forme(s) de contestation en interrogeant, d’une part le matériau filmique etd’autre part les sources orales, mémoires vivantes de cet art. Nous confrontons deux discours celui du régime (du centre) et celui de l’art (la périphérie) afin de révéler le mécanisme de formulation du propos contestataire dans le cinéma d’animation tunisien. / This work seeks to understand how animation in Tunisia – an artistic activity on the fringes, both in the art world and in the society in which it is produced - became a vehicle for political protest within an authoritarian context. It recounts the hitherto untold history of this art form together with the socio-political changes under the two post-independence authoritarian regimes. We intend to reveal the form(s) of protest by examining, on the one hand, the cinematic material and, on the other, live testimonials, first-hand memories of the art form. We confront two different types of rhetoric, that of the regime (core values) and the art of animation(marginal culture) to reveal the mechanisms used to formulate the protest statements in Tunisian animation.

Cette étude s’intéresse au discours des anciens combattants dans le cinéma français mettant en scène la Grande Guerre entre 1918 et 1939. L’objectif est de démontrer que le film propose une contre-histoire en permettant aux poilus d’exprimer leurs visions et leurs opinions sur 14-18 et sur la société de l’entre-deuxguerre. Utilisant leur expérience du front, les cinéastes deviennent historiens et témoins à la fois. Le film répond à un souci de préservation de la mémoire. Ayant été écarté de l’écriture de l’Histoire officielle, le témoignage des combattants se transpose dans l’image. Ils rétablissent ainsi les omissions et les inexactitudes. Parallèlement, le contexte politico-social influence l’interprétation du conflit, donnant lieu à des films commémoratifs ou politisés. Plus largement, cette étude s’interroge sur les permanences et les ruptures dans le discours dans l’entre-deux-guerre. Elle permet d’observer que la fiction peut en même temps être un témoignage historique de la Grande Guerre et une représentation du temps présent, en proposant une relecture des évènements. / The main focus of this study is based upon the views and opinions on the Great War from the point of views of the soldiers whom fought in the Great War through the medium of French cinema between 1918 and 1939. The objective is to give an alternative perspective of allowing the soldiers to give their point of view of the events and experiences during the four years of the great war of 1914-1918. Using first hand experiences from being on the front line, the filmmaker becomes a historian as he tells the story of the war veterans; the film can then be used as a way to preserve the memory of these events. There has been an omission of these testimonies from official historical documentation and so these films allow for some inaccuracies to be resolved. Meanwhile, the political and social context influences the interpretation of the conflict, giving rise to films or politicized memorials. More broadly, this study examines the continuities and ruptures in the discourse during the period between the two World Wars. It can be seen that fiction can simultaneously be a historical viewpoint of the Great War and a representation of the times, providing a reinterpretation of events.

Cette étude s’intéresse au discours des anciens combattants dans le cinéma français mettant en scène la Grande Guerre entre 1918 et 1939. L’objectif est de démontrer que le film propose une contre-histoire en permettant aux poilus d’exprimer leurs visions et leurs opinions sur 14-18 et sur la société de l’entre-deuxguerre. Utilisant leur expérience du front, les cinéastes deviennent historiens et témoins à la fois. Le film répond à un souci de préservation de la mémoire. Ayant été écarté de l’écriture de l’Histoire officielle, le témoignage des combattants se transpose dans l’image. Ils rétablissent ainsi les omissions et les inexactitudes. Parallèlement, le contexte politico-social influence l’interprétation du conflit, donnant lieu à des films commémoratifs ou politisés. Plus largement, cette étude s’interroge sur les permanences et les ruptures dans le discours dans l’entre-deux-guerre. Elle permet d’observer que la fiction peut en même temps être un témoignage historique de la Grande Guerre et une représentation du temps présent, en proposant une relecture des évènements. / The main focus of this study is based upon the views and opinions on the Great War from the point of views of the soldiers whom fought in the Great War through the medium of French cinema between 1918 and 1939. The objective is to give an alternative perspective of allowing the soldiers to give their point of view of the events and experiences during the four years of the great war of 1914-1918. Using first hand experiences from being on the front line, the filmmaker becomes a historian as he tells the story of the war veterans; the film can then be used as a way to preserve the memory of these events. There has been an omission of these testimonies from official historical documentation and so these films allow for some inaccuracies to be resolved. Meanwhile, the political and social context influences the interpretation of the conflict, giving rise to films or politicized memorials. More broadly, this study examines the continuities and ruptures in the discourse during the period between the two World Wars. It can be seen that fiction can simultaneously be a historical viewpoint of the Great War and a representation of the times, providing a reinterpretation of events.

Orientador: Giséle Manganelli Fernandes / Banca: Manuel Fernando Medina / Banca: Álvaro Luis Hattnher / Resumo: Este projeto examina as maneiras pelas quais a obra The Short-Timers (1979), de Gustav Hasford, e o filme Full Metal Jacket (1987), de Stanley Kubrick, revisitam a Guerra do Vietnã, dessacralizando a História oficial. Em seu romance The Short Timers (1979), o veterano Gustav Hasford narra a trajetória de um soldado e de seus companheiros durante o treinamento militar e o posterior combate no Vietnã. Tomando a perspectiva desse soldado, o narrador focaliza esse episódio da história dos Estados Unidos de forma diversa da tradicional; isto é, denunciando as angústias e dores vividas pelas tropas no treinamento básico e na batalha. Stanley Kubrick dirigiu a adaptação dessa narrativa para o cinema que recebeu o título de Full Metal Jacket (1987). Nela podemos notar como a guerra é revisitada de modo crítico. O cineasta apresenta as narrativas pessoais da personagem principal. Para analisar as obras literária e cinematográfica, serão utilizados textos teóricos acerca da relação entre Literatura e História (Hutcheon, 1989, 1993; White, 1985; Benjamin, 1985) e sobre Pós-Modernismo (Jameson, 1997; Hutcheon, 1989). Com base nestas teorias, propomos verificar como a Literatura e o Cinema representam a Guerra do Vietnã na contemporaneidade, mostrando diferentes pontos de vista sobre o conflito / Abstract: This project investigates the ways in which Gustav Hasford's The Short-Timers (1979) and Stanley Kubrick's Full Metal Jacket (1987) revisit the Vietnam War rethinking official History. In his novel, The Short-Timers, the Vietnam veteran Gustav Hasford narrates the path of a soldier and his mates during military training and later combat in Vietnam. Taking this soldier's perspective, the narrator focuses on this episode in American history differently than usual; that is, calling attention to the anguish and pains that the troops go through on training and in battle. Stanley Kubrick directed the adaptation of this work into the film Full Metal Jacket, in which can be noticed how war can be critically reevaluated. The filmmaker presents personal accounts by the main character. For the analyses, theories about the relationship between Literature and History (Hutcheon, 1989, 1993; White, 1985; Benjamin, 1985) and Post-Modernism (Jameson, 1997; Hutcheon, 1989) will be used. Based on those theories, we propose to investigate how Literature and Cinema represent the Vietnam War showing other points of view about this conflict / Mestre

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-15T14:42:10Z No. of bitstreams: 1 DissJCB.pdf: 944818 bytes, checksum: 41640ab4f64d87f9cfb7ec09dc2a40b4 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:51:04Z (GMT) No. of bitstreams: 1 DissJCB.pdf: 944818 bytes, checksum: 41640ab4f64d87f9cfb7ec09dc2a40b4 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:51:10Z (GMT) No. of bitstreams: 1 DissJCB.pdf: 944818 bytes, checksum: 41640ab4f64d87f9cfb7ec09dc2a40b4 (MD5) / Made available in DSpace on 2016-09-16T19:51:15Z (GMT). No. of bitstreams: 1 DissJCB.pdf: 944818 bytes, checksum: 41640ab4f64d87f9cfb7ec09dc2a40b4 (MD5) Previous issue date: 2014-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research aims to study the creative process of the Brazilian film “O Bravo Guerreiro” (The Brave Warrior), 1969, Gustavo Dahl, from the analysis, description and comparison of the different versions of scripts and other peripheral documents belonged to the film. These files are deposited in “Cinemateca Brasileira” and many of them have not been officially cataloged. Thus one of the efforts of this paper will be to detail them seeking reach the poetic project of the author, revealing its esthetic and ethical principles of that moment. The theoretical support offered by academics in Critics of Creative processes will be the main tool for this task. We intend to use this material, the result of the comparative reading of scripts and other documents, to understand the Brazilian political and cultural context of the late 60's, taking as basis for such work theories that allows to think the examination of film documents, in addition to film, as a source for the writing of history. / Esta pesquisa tem o objetivo de estudar o processo criativo do filme brasileiro O Bravo Guerreiro, 1969, de Gustavo Dahl, a partir da análise, descrição e comparação das diferentes versões de roteiros e demais documentos periféricos à realização deste filme. Estes arquivos estão depositados na Cinemateca Brasileira e boa parte deles não foi catalogada oficialmente até a conclusão deste texto, assim, um dos esforços desta dissertação será o de detalhá-los buscando alcançar o projeto poético do autor, revelando seus princípios éticos e estéticos naquele momento. O suporte teórico oferecido pelos estudiosos em Crítica de processo criativo será a ferramenta principal para tal tarefa. Pretendemos utilizar esse material, o resultado da leitura comparativa dos roteiros e demais documentos, para a compreensão do contexto político e cultural brasileiro do final da década de 1960, tomando como base para tal empreita teorias que permitam pensar o exame de documentos cinematográficos, além do filme, como fonte para a escrita da História.

Made available in DSpace on 2014-06-11T19:29:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-24Bitstream added on 2014-06-13T21:00:17Z : No. of bitstreams: 1 paula_rm_me_sjrp.pdf: 2561833 bytes, checksum: 5e51329f8a6e197890cb17efd957b900 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este projeto examina as maneiras pelas quais a obra The Short-Timers (1979), de Gustav Hasford, e o filme Full Metal Jacket (1987), de Stanley Kubrick, revisitam a Guerra do Vietnã, dessacralizando a História oficial. Em seu romance The Short Timers (1979), o veterano Gustav Hasford narra a trajetória de um soldado e de seus companheiros durante o treinamento militar e o posterior combate no Vietnã. Tomando a perspectiva desse soldado, o narrador focaliza esse episódio da história dos Estados Unidos de forma diversa da tradicional; isto é, denunciando as angústias e dores vividas pelas tropas no treinamento básico e na batalha. Stanley Kubrick dirigiu a adaptação dessa narrativa para o cinema que recebeu o título de Full Metal Jacket (1987). Nela podemos notar como a guerra é revisitada de modo crítico. O cineasta apresenta as narrativas pessoais da personagem principal. Para analisar as obras literária e cinematográfica, serão utilizados textos teóricos acerca da relação entre Literatura e História (Hutcheon, 1989, 1993; White, 1985; Benjamin, 1985) e sobre Pós-Modernismo (Jameson, 1997; Hutcheon, 1989). Com base nestas teorias, propomos verificar como a Literatura e o Cinema representam a Guerra do Vietnã na contemporaneidade, mostrando diferentes pontos de vista sobre o conflito / This project investigates the ways in which Gustav Hasford’s The Short-Timers (1979) and Stanley Kubrick’s Full Metal Jacket (1987) revisit the Vietnam War rethinking official History. In his novel, The Short-Timers, the Vietnam veteran Gustav Hasford narrates the path of a soldier and his mates during military training and later combat in Vietnam. Taking this soldier’s perspective, the narrator focuses on this episode in American history differently than usual; that is, calling attention to the anguish and pains that the troops go through on training and in battle. Stanley Kubrick directed the adaptation of this work into the film Full Metal Jacket, in which can be noticed how war can be critically reevaluated. The filmmaker presents personal accounts by the main character. For the analyses, theories about the relationship between Literature and History (Hutcheon, 1989, 1993; White, 1985; Benjamin, 1985) and Post-Modernism (Jameson, 1997; Hutcheon, 1989) will be used. Based on those theories, we propose to investigate how Literature and Cinema represent the Vietnam War showing other points of view about this conflict