CINE INCLUSION: THE POWER OF CINEMA IN BUILDING AN INCLUSIVE PHYSICAL EDUCATION

Abstract

Introduction: Inclusive education aims to value differences and ensure the effective participation of all students, but mere physical access to school does not guarantee inclusion. It is necessary to develop pedagogical strategies that promote empathy, respect, and critical reflection on coexistence and diversity. Objectives: This study analyzed how audiovisual resources and mediated pedagogical activities can contribute to students' awareness of inclusion and respect for differences, as well as promote ethical and social attitudes. Methodology: This is a qualitative, intervention-based study conducted in two public schools: Escola Prudente de Moraes (E. M. P. M), in Miracema – RJ, with 20 7th-grade students, and Escola Estadual São Vicente do Grama (E. E. S. V. G), in Jequeri – MG, with 15 7th-grade students, all aged 12–15 years, including students with special educational needs. Mediated activities, semi-structured questionnaires, discussion circles, expressive productions (drawings), and behavioral observations were used to analyze students’ perceptions, feelings, and interactions during the pedagogical intervention. Results: The data indicated advances in understanding inclusion, empathy, and respect for differences. Teacher mediation and the use of expressive resources encouraged the participation of all students, including those with ASD and multiple disabilities, fostering critical reflection on prejudice and discriminatory behaviors. Conclusion: The activities proved effective in sensitizing students and strengthening social bonds, contributing to a more collaborative, democratic, and inclusive school environment, while supporting the development of critical and empathetic citizens.