Through history, the narratives reproduced in works of art played a fundamental pedagogical part of recognition of the viewer. This place of narrative art, however, articulates with the limits and possibilities of culture, morals, politics, and fulfill educational roles in the constitution of the subject; subjects who usually have their social role closely associated with an action model. So it is with film narratives, focused on central characters, who tend to act and react to things that happen to them. This kind of narrative can be broken in films from a character less common or less prominent in the history of the narratives: the character pointed by the philosopher Gilles Deleuze in his book "The Time-Image," which discusses the movies that arises in period after World War II. In analyzing this kind of cinema, Deleuze points to the break of the action, the structure of cause and effect and the appearance of characters who do not have their destiny traced better by motion, by the search. The purpose of this project is to study this kind of character, building thoughts to the field of education from the consolidation of the concepts raised in studies of Gilles Deleuze. The philosopher shows ways, possibilities of thought, which will be covered in this thesis, in an engagement with the power of these characters, understanding them as escape routes of sensory-motor systems that propose to us a model, further to the narrative, a model for the lives. Accompany these characters in its drift is to find loopholes in the system of action, in re (action), in making and action. You find the thought in non-action, in appreciation.
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