Social information and information culture a film analysis of " The boy who harnessed the wind"

Cabral, Viviane Holanda; Feitosa, Luiz Tadeu; Cavalcante, Lidia Eugenia

doi:10.20396/rdbci.v018i0.8658838/22433

Acessibilidade / Reportar erro

Brasil

RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

ARTICLE • RDBCI : Rev. Digit. Bibl. e Cienc. Inf. 18 • 2020 • https://doi.org/10.20396/rdbci.v018i0.8658838/22433 copy

Social information and information culture a film analysis of " The boy who harnessed the wind"

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Seeks to reflect on the theories related to the concept of social information and information culture, that is, production/construction, communication/veiculation and consumption/appropriation, in the light of film analysis of the narrative, based on a real story, whose plot reached the cinema with the title " The boy who harnessed the wind”. The objective is to understand the role of the library as a generator of social transformation, based on the participation of the librarian/mediator as part of the process of mediation of information and construction of knowledge. To do so, the concepts of culture and social information were intertwined based on the social and symbolic role of libraries, which was configured as an essential condition to relate such theories within the scope of this study. In order to ground the theories presented and their interrelationship with the flow of social information, the three dimensions addressed by Cardoso (1994) are highlighted and a table is elaborated relating historicity, totality and tension of the information with excerpts from the film studied. In this way, the relationships between the knowledge produced and the role of the library in the appropriation of information are identified, based on the diversity of processes and daily relationships experienced by the characters of the work. We conclude by emphasizing how relevant is the power of social information built through access to knowledge.

KEYWORDS:
Information flow; Culture and information; Information mediation; Social information; School library

Dimensions proposed by Cardoso (1994CARDOSO, Ana Maria Pereira. Retomando possibilidades conceituais: uma contribuição à sistematização do campo da informação social. Revista da Escola de Biblioteconomia da UFMG, Belo Horizonte, v. 23, n. 2, p. 107-114, jul./dez. 1994. Disponível em: http://www.brapci.inf.br/index.php/article/download/13062. Acesso em: 21 nov. 2019. http://www.brapci.inf.br/index.php/artic... )	Social Information	Film “The Boy Who Harnessed the Wind”
1. Historicity of the individuals and objects	As a phenomenon, information comes from the accumulation, enlargement, and comprehension of knowledge/experiences/kno wledge about oneself and about the social context over time.	At the beginning of the film, it is already noticeable that William (the protagonist) has some knowledge about energy generation. He fixes radios in order to help his family, thus he understands how energy works. Throughout the story, he develops new knowledge by attending school, by observing the dynamo in his teacher’s bicycle and by searching for information in the school library. However, his will to learn and his search for information also have a motivation that is found in the social context and reality of his community, which are getting worse due to a severe drought that is increasing the community’s hunger, death rates, and decreasing their hopes for rain.
2. Totality of the social phenomena	Society is seen as an “organic structure”, in which it isn’t possible to isolate the social phenomena from the context in which they take place.	Every action has its consequence. The act of selling pieces of land for predatory wood extraction provokes floods and soil erosion, crop loss, and food shortage, which, in turn, causes hunger, exodus, and conflicts. William is forced to
		abandon school and his sister runs away with their teacher, who is actually her boyfriend, with the purpose of alleviating her parents from the burden of having yet another person to feed.
3. Constant tensionality	It is socially present, influences the relations and the production of meanings regarding the “social” in a land of disputes for hegemony and power relations, notably marked by the social, economical, and political issues.	Politics is featured as a sort of background for the plot, which is rather common in unequal social and economic realities. From the beginning of the film, we notice this in William’s father’s speech: “Democracy is just like imported cassava. It rots quickly.” The conflicts also occur between families, who do not always agree on selling their land. The disputes become increasingly fierce throughout the story, the climax featuring a visit from the president, who denies that there is a food crisis happening. The leader of their village, in turn, is physically harassed after reporting the problems faced in their community during the president’s visit. During most scenes, William can feel the tension caused by the conflicts around him. Sometimes as a spectator, and other times trying to act effectively.

Universidade Estadual de Campinas Rua Sérgio Buarque de Holanda, 421 - 1º andar Biblioteca Central César Lattes - Cidade Universitária Zeferino Vaz - CEP: 13083-859 , Tel: +55 19 3521-6729 - Campinas - SP - Brazil
E-mail: rdbci@unicamp.br

Acompanhe os números deste periódico no seu leitor de RSS

[TFN2] Source: Authors, based on Cardoso (1994CARDOSO, Ana Maria Pereira. Retomando possibilidades conceituais: uma contribuição à sistematização do campo da informação social. Revista da Escola de Biblioteconomia da UFMG, Belo Horizonte, v. 23, n. 2, p. 107-114, jul./dez. 1994. Disponível em: http://www.brapci.inf.br/index.php/article/download/13062. Acesso em: 21 nov. 2019.
http://www.brapci.inf.br/index.php/artic... )