Film as a Scenario for Esthetics and Knowledge at University

Abstract

This article derives from a study on the role of film in classroom

teaching, carried out with students and teachers of the Social Work Study Program of the Universidad de La Salle. Data was collected through social surveys, semi-structured interviews, and filmic and conversation records. The study focuses on communication, new sensibilities, and education. More specifically, it deals with pedagogies of image. The discussion revolves around the role of film as an esthetic scenario enabling knowledge in university education, a complex process in the teaching practice, which may stimulate feelings, passions, and emotions in any discipline it partakes. Thus, inquiring about the role of film in education is a worthy endeavor. This is especially true when seen from a cultural and social perspective in a New Millennium, characterized by complexity, subjectivity, an overwhelming presence of virtual networks, and high competition levels that call for a greater interdisciplinary understanding of the world, at large, and of every-day university life, in particular.