Made available in DSpace on 2016-04-04T18:32:45Z (GMT). No. of bitstreams: 1 Tatiana Cuberos Vieira.pdf: 4754886 bytes, checksum: 07aea5239dc93689ebf62e2fd2f2c137 (MD5) Previous issue date: 2008-06-10 / This study, included in the Researches on Pedagogical Practices and Educator's Background, shows the power that the art of animation as a didactical instrument and its positive consequences on the student's background, who is submerged in an information and knowledge society and who aims a new point of view on education: to learn how to think, learn how to learn, and learn to do things. In this way, the research redeems the historic of cinematographic language use, focusing its potentialities. Besides, it exposes positive educational experiences of this joint, aiming mainly, the pedagogical practice and its consequences on the student's background. Three studies examples will be discussed herein, divided into two classes. The first one is education for the media, which aims the critical development of the point of view on the animation movies, as shown by Cineduc?RJ in the animation study of "As Bicicletas de Belleville" and "Meow". In the second class, the education is discussed with the media which promote the change the way we look through the animation creation by students. Anima Escola-RJ and N?cleo de Cinema de Anima??o de Campinas (Anima School and Center of Animation and Movies of Campinas) work with animation workshops including students from the public school net. We conclude that this art stimulates the development of personal abilities, the valorization of individual expression, the power of working in group, aiming the structure of the citizens through the art of animation movies. / Este estudo, inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do educador, mostra a for?a da arte da anima??o como meio did?tico e suas conseq??ncias positivas na forma??o do aluno, que vive imerso em uma sociedade da informa??o e do conhecimento e que prima por uma nova vis?o de educa??o: de aprender a pensar, aprender a aprender e aprender a fazer. Assim, a pesquisa resgata o hist?rico do uso da linguagem cinematogr?fica na escola, enfatizando suas potencial idades. Em seguida, exp?e experi?ncias educacionais positivas desta uni?o, visando principalmente a reflex?o sobre a pr?tica pedag?gica e suas conseq??ncias para a forma??o do aluno. Ser?o tratados tr?s exemplos de estudo, divididos em duas categorias. A primeira delas ? educa??o para os meios que visa o desenvolvimento cr?tico do olhar sobre o cinema de anima??o, como mostram os exemplos do Cineduc-RJ sobre o estudo das anima??es "As Bicicletas de Belleville" e "Meow". Na segunda categoria, discute-se a educa??o com os meios que promove a criticidade atrav?s da produ??o de anima??es pelos alunos. O Anima Escola-RJ e o N?cleo de Cinema de Anima??o de Campinas trabalham com oficinas de anima??o envolvendo alunos da rede p?blica. Conclui-se que esta arte estimula o desenvolvimento de habilidades pessoais, a valoriza??o da express?o individual, a for?a do trabalho em grupo, visando a forma??o do cidad?o atrav?s da arte do cinema de anima??o.