Resumo

GONZALEZ DE ARCE, Rocío Betzabeé. Film microanalysis and film theory in audiovisual literacy: didactic strategies from and for university teaching practices. Prax. Saber [online]. 2021, vol.12, n.29, pp.75-93.  Epub 16-Out-2021. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v12.n29.2021.11834.

This article proposes that the analysis of film sequences-film microanalysis-is an effective pedagogical tool for teaching film theory at university level and that such theoretical teaching may be the first step towards the audiovisual literacy for undergraduate and postgraduate students. Using the inductive method typical of the Anglo-Saxon analytical tradition, the research was based on the analysis of multiple experiences in the classroom in order to propose didactic strategies for audiovisual literacy through the theoretical reflection that film analysis can trigger. For didactic purposes, the text presents the research results by narrating a hypothetical lesson that shows how the didactic strategies designed could be implemented in the classroom. This section is structured around the analysis of five sequences that are used for the teaching of three groups of film theories: (1) realism, (2) formalism and constructivism, and (3) neoformalism, cognitivism, and post-structuralism. The article aims to be a guide for teachers interested in promoting audiovisual literacy through film microanalysis and film theory.

Palavras-chave : sequence analysis; film theory; film literacy; film micro-analysis; didactic strategies.

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