Lights, camera, education: cinema in educational contexts

Abstract

This article seeks an interlocution with the scientific production from the past ten years circumscribed to the following themes: cinema, childhood, education and psychology. This interlocution aims to illuminate the way in which professionals who work with children have articulated cinema as a strategy of intervention. Sixty-two articles were found. These articles only partially contemplate the investigated theme and none of them was about “film making” as a fundamental action in educational projects for childhood. Thus, two of these articles were selected for analysis, because they described interventions, and because they used cinema as a structuring aspect of group work. We concluded that cinema is still out of scene when it comes to its use as a trigger for emancipatory processes; as an element that engenders movements of denaturalization of socially given roles; and as an element that provokes questioning of our taken-for-granted assumptions.