Uso de filmes, séries e documentários no ensino de filosofia:

uma revisão de literatura

Abstract

ABSTRACT: This article addresses the use of audiovisual resources as a tool for teaching philosophy. It is a systematic literature review that investigates the practices of using films, series and documentaries in the context of Philosophy classes. The general objective was to map, systematize and categorize the works and methodologies applied by teachers in the area, in order to generate subsidies for teacher training. The main results reveal a notable disproportion in the field: on the one hand, a scarcity of reports on concrete pedagogical experiences and, on the other, a vast production that uses cinema as an object of theoretical reflection. To analyze this scenario, the research proposes two central concepts: that of re-addressing and Philosophical Film Analysis, which characterizes most of the articles found, in which film serves as a field for the exploration of philosophical problems. The research concludes that there is a significant gap between academic production and the sharing of practical knowledge, pointing to the need for greater appreciation and documentation of teaching practices that effectively integrate audiovisual media into the philosophy classroom.

Keywords: Philosophy Teaching. Audiovisual. Re-addressing. Systematic Review.