The purpose of this study was to investigate the feasibility of using cinema as a technological
resource to promote the development of socio-emotional competences and contribute to the
educational itinerary of the high school students of the Federal Institute of Education Science
and Technology of Amazonas (IFAM), Campus Manaus - Industrial District (CMDI). The
rationale of this study discussed the role of cinema in education and the importance of enabling
the student to develop their emotional at school. For the development of the study we used the
Research-action as a research methodology and for data collection we used the Focus Group
techniques and the Conversation Wheel. For the study of social-emotional competences in this
research, we present the relevance of the education of emotions in school and are based on the
theory of the so-called Big Five, also known as Five Factors Model (MCF), Global Factors of
Personality or Five Great Factors, model of organization of personality traits that explain groups
of behaviors: Conscientiousness, Agreeableness, Neuroticism (Emotional Stability), Openness
to experiences and Extraversion. For the identification of the competence to be promoted, a
questionnaire was applied and from this result we elaborated criteria for the choice of the film
and consequently the planning of the didactic session for the data collection. The results
obtained attest to the relevance of this study and allowed to prove the efficacy of the cinema in
the promotion of socio-emotional competences besides presenting new perspectives for the
inclusion of social-emotional education in the school. In order to consolidate our study and
promote social-emotional education in school through the cinema, we developed a didactic
guide for teachers entitled "Didactic Guide for the Promotion of Social-emotional Competences
with Cinema", which aims to encourage and instigate the teaching of social-emotional skills in
schools through the cinema.
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