This article stands for innovative learning opportunities to social inclusion by film education. The theoretical model is a combined structure coming from approaches and projects of social inclusion by film education. The aim is to describe and analyze the film education process in a project outside school. This research is based on a participant observation research conducted on children in a Brazilian slum. Cinema, as other art forms, is a political and ideological tool that can be used with different purposes. Film education is a strong mediator to facilitate transformative learning, changing one’s dysfunctional views and beliefs about oneself and the world by revising their frames of reference (Mezirow & Taylor, 2009). Films have a unique ability to promote empathy towards a role model, and promote resilience in situations similar to those the role model goes through. Furthermore, media, such as films, is capable of reaching people that might otherwise be uninterested (Buckingham, 2007; Gonnet, 2007; Silverstone, 2005; UNESCO, 2013).

中文翻译：

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在有孩子的巴西贫民窟拍电影：参与观察研究

本文代表通过电影教育实现社会包容的创新学习机会。理论模型是一种结合的结构，它来自电影教育的社会融合方法和项目。目的是描述和分析校外项目中的电影教学过程。该研究基于对巴西贫民窟中的儿童进行的参与者观察研究。电影和其他艺术形式一样，是一种可以用于不同目的的政治和意识形态工具。电影教育是强有力的媒介，可以促进变革性学习，通过修改参考框架来改变人们对自身和世界的功能失调的看法和信念（Mezirow＆Taylor，2009）。电影具有促进同情榜样的独特能力，并在与榜样经历相似的情况下提高应变能力。此外，诸如电影之类的媒体能够接触到原本可能不感兴趣的人（白金汉，2007年；贡纳特，2007年；银石，2005年；教科文组织，2013年）。