Cinematic narratives and the portrayals of teachers: a debate beyond stereotypes
DOI:
https://doi.org/10.18764/2595-549v8n15e24036Keywords:
Discourse, Teaching portrayal, Cinematic narrativesAbstract
Cinema is technique, industry, art, experience, entertainment, and also discourse. In this sense,
studies of the representations conveyed by film narratives broaden the discussions of the meanings that these media disseminate through the teaching. This study investigates how popular films create and
perpetuate stereotypes about teachers and students from peripheral schools in the narratives of Dangerous Minds (1995) and The Substitute (1996). The study was grounded on a critical-interpretative
approach in the field of Applied Linguistics and is based on the contributions of Critical Discourse Studies (CDS), which recognizes the non-neutrality of media discourse and its implications in the fields
of teacher education (Fairclough, 1995; Dalton, 2010). In conclusion, when analyzing cinema from the
perspective of discourse, we do not disregard its condition as art, technique, and industry (Mistry, 2021), but we problematize the ideological bias propagated by both narratives through teacher stereotypes.
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A Infinitum: Revista Multidisciplinar está licenciada com uma Licença Creative Commons Atribuição 4.0 Internacional.
