This article seeks to rethink the importance of the cinema as a teaching and learning methodology of Law. Much is said about the importance of different methodologies to the teaching and learning of Law, such as cinema, music and literature. But there is not much said about why it is important. In this sense, the question to be solved is: why cinema can be used as an important pedagogical practice to teach human rights? To answer the question, the main hypothesis, to be tested by Popperian method, suggests that cinema manages to generate an emotional participation of the spectator, including the student. This hypothesis is explained by the theory of projection-identification, which says cinema can eliminate the distance created in the students by the scientific objectification. Moreover, human rights films seem to present a load of truth, increasing the emotional participation of the students; therefore, it seems to increase the will of the student to learn new subjects and get involved in human rights issues.

中文翻译：

---

电影、人权与发展：作为一种教学实践的电影

本文试图重新思考电影作为法律教学和学习方法的重要性。关于不同方法论对法律教学和学习的重要性已经说了很多，例如电影、音乐和文学。但是关于它为什么重要的说法并不多。从这个意义上说，要解决的问题是：为什么电影可以作为一种重要的教学实践来教授人权？为了回答这个问题，主要假设将通过波普尔方法进行检验，表明电影设法产生观众的情感参与，包括学生。这个假设可以用投影识别理论来解释，即电影可以消除科学客观化在学生中产生的距离。此外，人权电影似乎呈现了大量的真相，增加学生的情感参与；因此，它似乎增加了学生学习新科目和参与人权问题的意愿。