Cinematographic language: possibilities for work in early childhood education

Abstract

The present article addresses the application of cinematographic language in educational practices aimed at Early Childhood Education. The central objective is to highlight the relevance of structured planning for the integration of this language, considering children as active participants in all stages related to this practice. In this perspective, the work is divided into stages. The first stage provides a brief history of cinema and its incorporation into education, with a focus on Early Childhood Education. The second stage discusses the importance of planning educational practices in Early Childhood Education. The third stage presents a real possibility of working with cinema based on interviews with teachers. In this way, it seeks to contribute to the broadening of understanding regarding the intersection between Early Childhood Education and Cinema, offering concrete possibilities for effective planning led by teachers from a Municipal Early Childhood Education Center. This planning aims to encompass meaningful proposals grounded in cinematographic language. The research methodology is qualitative, employing semi-structured interviews as a tool for data collection, directed towards teachers and children involved in the investigated educational context.