CINEMA: TOOL OR STRATEGY TO LEGAL EDUCATION?

This article aims to approach some of the limitations and potentialities offered by the cinema to the teaching of law, departing from the presence or absence of a specific problematic element during its use: the effort of contextualization. Our approach uses as comparative substrate two distinct conceptions of using cinema as a didactical pedagogical resource: cinema as tool and cinema as strategy. Each of these conceptions relate differently to the effort of contextualization, the former for its dispensability, the latter taking it as essential. Assuming that both conceptions can be applied with relative success in classes, depending on the proposal of the lesson, this work unfolds into two objectives: first, to verify, through bibliographic research, the limitations and potentialities unleashed by such conceptions to the learning of law, under the criteria of time and development of critical awareness; and, then, by suggesting the practical applicability of both conceptions in classrooms, through suggestions the use of Charles Chaplin's film "Monsieur Verdoux" (1947), providing a lifeful color to the points raised earlier under theoretical form.