Cinema, Human Rights And Development

The Cinema As A Pedagogical Practice

Bibliographic Data

ID22007269
AuthorsLeilane Serratine Gruba (0000-0003-0303-599X, Atitus Educação, corresponding author)
Year2020
Volume8
Issue1
Pages87-123
Publication date2020-03-11
Open AccessYes
TypeARTICLE
VenueCINEJ Cinema Journal (JOURNAL)
Journal identifiersISSN: 2158-8724 • E-ISSN: 2159-2411
PublisherUniversity Library System, University of Pittsburgh (PUBLISHER • US)
DOI10.5195/cinej.2020.238
OpenAlexW3012449809
LanguageEN
Citations received2
References cited3

This article seeks to rethink the importance of the cinema as a teaching and learning methodology of Law. Much is said about the importance of different methodologies to the teaching and learning of Law, such as cinema, music and literature. But there is not much said about why it is important. In this sense, the question to be solved is: why cinema can be used as an important pedagogical practice to teach human rights? To answer the question, the main hypothesis, to be tested by Popperian method, suggests that cinema manages to generate an emotional participation of the spectator, including the student. This hypothesis is explained by the theory of projection-identification, which says cinema can eliminate the distance created in the students by the scientific objectification. Moreover, human rights films seem to present a load of truth, increasing the emotional participation of the students; therefore, it seems to increase the will of the student to learn new subjects and get involved in human rights issues

Aesthetics · Art · Epistemology · Media studies · Movie theater · Objectification · Political science · Sociology · Visual arts · Cinema History and Criticism · Law · Law in Society and Culture · Philosophy · Philosophy, History, and Historiography · Psychology

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