This article tries to reflect on the role of cinema in non-formal communicative
environments. Role that continues to arouse controversy, and more questions
than answers. In that sense, it creates a relationship between cinema,
education, traditional school, adolescence, and resilience. Creating the possibility
of accessing some strategies that promote and strengthen this audiovisual
tool, inside and outside the school classrooms. From that perspective,
facilitating the understanding of the stage of adolescence that is permeated
by physical and psychological changes, which usually determine the actions
of young people in different social fields. That is, cinema as a mediator in the
educational processes of resilient adolescents, who have gone through events
framed by tragedy and are able to continue through strategies such as cinema.

This article tries to reflect on the role of cinema in non-formal communicative
environments. Role that continues to arouse controversy, and more questions
than answers. In that sense, it creates a relationship between cinema,
education, traditional school, adolescence, and resilience. Creating the possibility
of accessing some strategies that promote and strengthen this audiovisual
tool, inside and outside the school classrooms. From that perspective,
facilitating the understanding of the stage of adolescence that is permeated
by physical and psychological changes, which usually determine the actions
of young people in different social fields. That is, cinema as a mediator in the
educational processes of resilient adolescents, who have gone through events
framed by tragedy and are able to continue through strategies such as cinema.