Il cinema come pratica di formazione alle Humanities per i professionisti della cura

Abstract

The educational practices that make use of cinema have stimulated reflections at a historical-educational, technological-didactic and theoretical-pedagogical level, linked to ‘fundamental educational values’ such as the ability to organise knowledge, learn the human condition and, ultimately, learn to live, since cinema reproduces reality, but also constructs it. For an education that intends to ‘nurture’ emotional competences, through plots or sequences aimed at existential growth, cinema is therefore the ideal tool. The contribution declines the cinema as a tool and practice of training in the Humanities for care professionals - with a focus on the parental role as the ‘matrix’ of the subject's emotional life - identifying its theoretical-epistemological bases, the training methodologies and providing specific references to the filmography on the topic addressed in this study.