<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-0458</journal-id>
<journal-title><![CDATA[Revista Lusófona de Estudos Culturais (RLEC)/Lusophone Journal of Cultural Studies (LJCS)]]></journal-title>
<abbrev-journal-title><![CDATA[RLEC/LJCS]]></abbrev-journal-title>
<issn>2184-0458</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos de Comunicação e Sociedade (CECS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-04582025000202002</article-id>
<article-id pub-id-type="doi">10.21814/rlec.6551</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cinema e Realidade Virtual nas Aulas de Arte Como Meio Para Promover Integração Social e Cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[Cinema and Virtual Reality in Art Education: Tools for Social and Cultural Integration]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Karine Joulie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bugarin]]></surname>
<given-names><![CDATA[Luciano Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fresquet]]></surname>
<given-names><![CDATA[Adriana Mabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-04582025000202002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-04582025000202002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-04582025000202002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo propõe um debate sobre a experiência estética, mediada pela tecnologia, em ações pedagógicas com cinema e realidade virtual nas aulas de arte em escolas públicas brasileiras. Parte-se da problemática em torno da colonialidade, configurando-a como um meio de dominação que perpetua desigualdades sociais e culturais em países periféricos, utilizando-se da visualidade como mecanismo para classificar, hierarquizar e estetizar povos e seus territórios. Museus e cinemas, podem contribuir na recomposição do &#8220;direito a olhar&#8221; por promoverem contato com expressões de contravisualidade. Porém, uma das consequências da desigualdade estrutural são as dificuldades de acesso a estes espaços devido a problemas de mobilidade urbana e infraestrutura. A educação tem um papel importante em minimizar esses efeitos, promovendo experiências estéticas com as tecnologias de apreciação e produção de imagens. A hipótese central deste texto sugere que práticas pedagógicas envolvendo o cinema e a realidade virtual, pautadas por ações de apreciação e produção de imagens, podem promover a alteridade e expandir percepções subjetivas ao democratizar e capilarizar o acesso à arte. Por meio de um estudo bibliográfico, explora-se implicações ético-estéticas da produção de imagens em ações pedagógicas. As discussões dos resultados indicam que essa experiência estética imersiva permite que os estudantes desenvolvam e qualifiquem seus pontos de vista em busca do seu &#8220;direito a olhar&#8221;, potencializando uma conexão crítica e inclusiva com a cultura. Conclui-se que tais dispositivos tecnológicos, com a mediação adequada, possibilitam aos estudantes a apropriação de sua cultura e a criação de imagens que refletem suas identidades, tornando o processo de ensino-aprendizagem mais inclusivo e instaurando habitus que contribui para suspender hierarquias sociais e culturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses aesthetic experience mediated by technology in pedagogical practices involving cinema and virtual reality in art classes at Brazilian public schools. It departs from the issue of coloniality, framing it as a form of domination that perpetuates social and cultural inequalities in peripheral countries, employing visuality as a mechanism to classify, hierarchise, and aestheticise peoples and their territories. Museums and cinemas can contribute to restoring the &#8216;right to look&#8217; by promoting contact with expressions of counter-visuality. However, one of the consequences of structural inequality is the difficulty of accessing these spaces due to problems with urban mobility and infrastructure. Education plays a key role in mitigating these effects by promoting aesthetic experiences through image appreciation and production technologies. The central hypothesis of this article is that pedagogical practices involving cinema and virtual reality, guided by image appreciation and production, may foster otherness and expand subjective perceptions by democratising and extending access to art. Through a bibliographical study, the article explores the ethical-aesthetic implications of image-making in pedagogical contexts. The discussion suggests that immersive aesthetic experiences allow students to develop and refine their viewpoints in pursuit of their &#8220;right to look&#8221;, thereby enhancing a critical and inclusive engagement with culture. It concludes that, when properly mediated, such technological tools enable students to appropriate their own culture and create images that reflect their identities, making the teaching-learning process more inclusive and establishing a habitus that contributes to suspending social and cultural hierarchies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura visual]]></kwd>
<kwd lng="pt"><![CDATA[direito a olhar]]></kwd>
<kwd lng="pt"><![CDATA[arte-educação]]></kwd>
<kwd lng="pt"><![CDATA[capitalismo digital]]></kwd>
<kwd lng="en"><![CDATA[visual culture]]></kwd>
<kwd lng="en"><![CDATA[right to look]]></kwd>
<kwd lng="en"><![CDATA[art education]]></kwd>
<kwd lng="en"><![CDATA[digital capitalismo]]></kwd>
</kwd-group>
</article-meta>
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