Résumé de la recherche

Résumé:

This article explores the pedagogical potential of cinema, moving beyond its traditional perception as mere entertainment to establish it as a vital cognitive and interpretive tool in education. The research investigates how cinema, positioned at the intersection of art and industry, serves as a powerful mode of expression capable of conveying complex worldviews and social realities. The author analyzes the cognitive benefits of using film as a teaching support, emphasizing how its narrative and aesthetic forms facilitate knowledge transmission and enhance learner engagement. Through the lens of the sociology of didactics, the study examines the interpretive dimensions that cinema offers, encouraging students to develop critical thinking and analytical skills. The paper argues that film provides an experiential source of learning that can bridge the gap between theoretical concepts and real-world applications. It discusses the role of cinema in social awareness and its ability to humanize academic subjects through storytelling. The study highlights the importance of integrating media literacy into the educational curriculum to prepare students for a visually-driven world. Ultimately, the research suggests that cinema acts as a bridge between the creator's vision and the student's perception, fostering a deeper understanding of human diversity. The article concludes that for cinema to be effective in schools, teachers must be trained to navigate its complex visual language and use it as a strategic pedagogical asset.