Abstract

This aim of this article is two-fold. The first objective was to describe the design of a proposal for educational innovation through cinema in the university context and to offer recommendations for its implementation. The second aim was to critically discuss the social and educational effects of this innovation within the framework of a compulsory subject in the Social Education degree. The research methodology was teaching practice as research, following the tradition of participatory action research. The material used to analyze the results of the experience consisted of my own observations as a teacher during the classes, and the written assignments submitted by some of the students. The results of this study suggest that the cinema represents can provide a forum of great potential in educational practice as long as it is implemented with the recommended depth. The experience of applying the described pedagogical activity shows how cinema, as a cultural product, offers exceptional educational possibilities. Likewise, following a dialogical educational strategy can generate significant learning experiences that lead to improvements in the training of future social educators. Finally, it also enables the construction of more humanistic discourses on the profession that counteract the usual technocratic traditions that are prevalent in the discipline of Social Education.