We understand of this form the film as ambiguous since for the professors it is part or is part of the material prepared for lesson while for the pupils in its daily one the diversion is associated. It fits then to use to advantage this potential to stimulate education? learning the taste for the cinema will be the starting point for the imminent success. Consideraes Final But we do not empolguemos in them although all its potential nor all the lessons is compatible with this resource, its use exaggerated to opposite to enrich finishes being irrelevant. Concluding, then valley the penalty to stand out that the video of the meaning, in tune with the lessons it illustrates, approaches pointing out the environment pupils never before visited. The interdisciplinaridade so longed for in the resume would be reached through its multiple boardings. You may want to visit film director to increase your knowledge. To make possible the formation of these historical citizens valley the use of this resource showing that the historical experience is very diverse and goes beyond names, dates, facts, great personages contained in the pages of the book as it wanted Positivista History.

It is distinguished cinematography as a partner that we future professors possemos to walk of hands given in this arduous cominho that Brazilian education became. *Estudante of IV the semester of the course of History of the University of the State of Bahia UNEB-CAMPUS IV – Jacobina BIBLIOGRAPHY BENJAMIM, Walter. Workmanships choices. Vol.1. Magic and technique, art and culture. Assays on literature and history of the culture. So Paulo: Brasiliense, 1987, p.222-232.

FERRAZ, Liz de Oliveira Motta. History and Camera: Light camera and didactic transposition. Published in the Electronic Magazine the Eye of History. n9, ano12, Salvador, dezembro2006 IRON, Marc. The historical knowledge, the films, the medias. In: Electronic magazine the Eye of History.