This Course Completion Work aims to present an experience report of participation in the Pedagogical Residency Program (RP) focusing on the project "Audiovisual as a methodology in Philosophy Teaching", developed at CEGTI Rachel de Queiroz, which sought to unite the theory and practice, the academic and professional fields to show the importance between Cinema and Education, especially for Philosophy Teaching. In principle, the experience report sought to bring to light the records of the first edition of the Pedagogical Residence, with the participation of residents of the Degree in Philosophy, as a way of safeguarding history. The richness of experiences with the audiovisual project and cinema at school gained unexpected dimensions with the creation of videos on Ethics to meet the evaluation requirements of the discipline of Philosophy, but the participation in the Student Film Festival “Você na Tela” and the award of two videos in two categories changed history. The TCC presents the entire methodological path for the production of videos with the cell phone in close relation with the curricular content worked in the bimester, as well as the path of teaching to philosophize from the concept-image thought by the Argentine philosopher Julio Cabrera. It is an experience with the potential for replicability in other school contexts and we seek to show how similar experiences can be developed in other schools. The RP experiences were applied using the “inverted classroom” methodology and were based on Paulo Freire's perspective of educating based on dialogue. The experiences with the project and the experiences in RP converged to the writing of a movie script, resulting in the production of the film entitled “O Segredo de João”, as a synthesis of these experiences and as the final product of this TCC. The film was released at the end of 2021 and will be shown in all schools in Brazil in 2022. Thus, we hope that it will encourage the use of Cinema in the classroom. It is observed that in many Brazilian public schools, Cinema, based on films, usually suffers from a certain prejudice, as many teachers do not understand that films are powerful teaching materials to generate reflection and stimulate creativity, constituting an ally in the process. of teaching and learning, above all for the dissemination of culture. Over the years, living experiences in schools and developing educational projects with Cinema, it was possible to verify this situation. Many teachers carry stigmas and prejudices to the point of pejoratively considering that showing movies during classes is promoting “rolling” and not education. Faced with this problem, the project “The audiovisual as a methodology in Philosophy Teaching” shows that this vision is part of a common sense that needs to be broken in favor of culture and new methodologies to teach to philosophize beyond the textual. Cabrera (2006) developed a reading about the relationship between Philosophy and Cinema that helps to raise the awareness of students, especially in their first contacts with Philosophy, based on the concept-image and logopathy (a concept that inextricably unites reason and affection). For Cabrera, the concept-image has strength due to the affective component, not in the sense of being moved by a film, but of constituting itself as part of the essential cognitive potential in the teaching and learning process.
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