Teaching Philosophy and Cinema: a possibility of a philosophical-pedagogical approach based on the Deweyan aesthetic experience

Abstract

This research project focuses on the use of cinema as a teaching tool for philosophy, in line with the BNCC (National Common Core Curriculum) and John Dewey's philosophy. The main objective is to develop critical thinking and intellectual autonomy in high school students. The proposal aims to enable students to analyze and debate existential and social dilemmas that are very close to the experiences of young people, using philosophy as a tool for understanding themselves and the world, rather than merely memorizing historical content. The suggested methodology is inspired by Dewey's progressive pedagogy, which advocates education connected to the student's experience. In this sense, the teacher could act as a mediator, using film productions such as The Matrix or The Truman Show to illustrate and contextualize complex philosophical concepts such as skepticism, freedom, and ethics. This approach transforms audiovisual language into a “philosophical text” to be interpreted, breaking down the barrier between theory and practice. The results envisioned through these materials may allow us to observe that the use of cinema makes philosophy more accessible and relevant, engaging students in dynamic discussions. The ability to identify philosophical issues in films strengthens students' critical view of the media and everyday life. It can be concluded that this pedagogical strategy not only revitalizes the teaching of philosophy, but could also insert it into the contemporary context, contributing to the formation of more reflective and participatory citizens, in accordance with the guidelines of the BNCC.