Cinema e sala de aula: filmes como ferramentas estratégicas na reflexão da identidade migratória no contexto escolar

Abstract

Over the years, cinema has established itself as a powerful communication tool, capable of transmitting ideas and messages to a wide audience, in which more than a means of entertainment, it presents itself as a vehicle for provoking critical reflections, depending on the approach chosen by the producers. When narratives that have migrant identity as their central theme are used strategically in the classroom, as in the film La Haine (1995), analyzed in this study, they can portray different cultural contexts and experiences lived by individuals in a situation of migration. This approach has the potential to stimulate empathy, critical thinking and, above all, an understanding of power relations and processes of social exclusion among students. Through guided analyses, students can deconstruct stereotypes and discuss topics such as belonging, diversity, identity and cultural adaptation. In this way, these narratives not only facilitate the understanding of complex issues, such as the conditions faced by immigrants, but also become a powerful educational tool, helping to explore everything from the devaluation of the individual to the indiscriminate use of state force against these people. When incorporated into the school environment, cinema broadens perspectives and promotes a fairer and more critical view of the world.