In this dissertation, Festival Telas em Movimento of Belém do Pará is understood as a collective that contributes through actions, experiences and artistic-cultural activities, and promoves of cinema and audiovisual in communities on the periphery, riverside, quilombolas and indigenous peoples, from the Amazon. Telas em Movimento's activities seek to train young people to produce audiovisual content that helps in the personal and social development of their communities. Its main practice is the dialogue between audiovisual and resistance, through the dissemination of techniques and knowledge in filmmaking and thinking. In this work, the understanding of the educommunication process developed in the experiences of the Collective is evidenced, therefore, the objective is to understand the communicational dynamics, in the educommunicative practices of the Telas Em Movimento collective. One of the main work methodologies used is participatory Action Research in Brazil, contextualized by Cicília Peruzzo (2017) and designed by Orlando Fals Borda (1989), aiming at the construction, development and collaborative investigation of research issues. The basic concepts in this study are the Freirean educational perspectives, such as pedagogy of the oppressed (FREIRE, 1987) and pedagogy of autonomy (FREIRE, 2021), the applicability of the concepts of Educommunication by Ismar Soares (2011) and decoloniality as an enunciating concept, which through methodology and conceptualization make up the theoretical and methodological basis of this work, presented here by Walter Mignolo (2017), Catherine Walsh (2009, 2017), among others. The results demonstrate that Telas em moviment, educational needs and practices as a tool for social emancipation and that through its experiences it provides social and professional possibilities, as well as seeks to build new narrative practices in communicational products.
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