Manderlay: um pretexto para refletir sobre escola, identidade e diferença
Resumo
Apoiando-me em leitura própria do filme Manderlay, dirigido por Lars Von Trier, apresento reflexões sobre a escola e sobre questões de ensino, identidade e diferença. Dois temas são privilegiados na leitura: o primeiro é o tema do estranho, tal como Bauman o emprega. Procuro situá-lo na escola, que termina por constituir o segundo tema. Busco ocupar-me desses temas de forma utilitária, como o fez Veiga-Neto em discussão de outro filme. Minha escolha é, como a dele, arbitrária. Valendo-me do filme e dos autores que subsidiam a discussão, situo a escola moderna como espaço de ordem, controle e homogeneização. Sem abandonar de todo as utopias e os ideais da modernidade, apresento princípios que considero capazes de desestabilizar a organização tradicional dessa escola.
Palavras-chave: escola, orden, identidade, estranho, diálogo
Manderlay: a pretext for reflecting on school, identity, anddifference
AbstractBased on my own reading of Lars Von Trier’s Manderlay, I have reflected on school and on issues regarding teaching, identity, and difference. Two themes of the film have been privileged: one regards what is strange, in the way Bauman puts it. I have aimed at relating it to school, which ends up becoming the second theme. I have tried to deal with these themes in a utilitarian way; Veiga- Neto did the same in the discussion of another film. Both choices, his and mine, were arbitrary. Based on the film and on the authors that support the discussion, I view modern school as a space where order, control, and homogenization take place. I have presented some principles which can destabilize this traditional school organization without giving up modern-day utopia and idealscompletely.
Key-words: school, order, identity, strange, dialogue.
Palavras-chave: escola, orden, identidade, estranho, diálogo
Manderlay: a pretext for reflecting on school, identity, anddifference
AbstractBased on my own reading of Lars Von Trier’s Manderlay, I have reflected on school and on issues regarding teaching, identity, and difference. Two themes of the film have been privileged: one regards what is strange, in the way Bauman puts it. I have aimed at relating it to school, which ends up becoming the second theme. I have tried to deal with these themes in a utilitarian way; Veiga- Neto did the same in the discussion of another film. Both choices, his and mine, were arbitrary. Based on the film and on the authors that support the discussion, I view modern school as a space where order, control, and homogenization take place. I have presented some principles which can destabilize this traditional school organization without giving up modern-day utopia and idealscompletely.
Key-words: school, order, identity, strange, dialogue.