The presence of movies and series in language classes: perceptions of students and teachers

Abstract

The consumption of cinematic narratives, driven by internet accessibility and streaming platforms, has transcended movie theaters and reached living rooms. However, it seems that despite this popularization, films and series are not yet effectively present in the classroom. This study aims to profile viewers among high school teachers and students in the metropolitan region of Porto Alegre, RS, and examine how films and series are integrated into language classes based on participants’ reports. The research, of both quantitative and qualitative nature, utilizes questionnaires directed at teachers and students. The data show that although films and series are part of participants’ daily practices, there is still a gap in teachers’ work, especially in language teaching, to promote film literacy and propose activities that develop visual and critical competencies related to these media, without the pretext of grammar teaching. These results indicate the need for attention in initial and continuing teacher training courses, emphasizing visual literacy and critical media literacy.