A relevância das literacias fílmica e digital para processos educativos inclusivos e sustentáveis

The UN 2030 Agenda highlights the relevance of culture, art and education for human sustainable development, individual empowerment, active citizenship, social inclusion and territorial cohesion. Two of the literacies that most contribute to this purpose are the artistic and the digital, stimulating capacities of communication, sensitivity, empathy and critical thinking, that define individuals and realities. Cinema also participates in that definition, by combining artistic and cultural expressions and experiences with creative and spectatorial modes that more and more relate to digital technology. The intersections between cinema and education have provided different strategies that confirm their relevance for a critical awareness and appropriation ofthe world by young people. The proliferation of images as privileged forms for contacting with reality brings the need to reinforce visual encoding and decoding competences. This should be done in schools, through approaches that allow to understand the role of cinema and digital communication in the construction of polysemic and informed perspectives, sensitivities and knowledge. Thus, in this paper we will analyse how cinema and technology are, today, fundamental areas for inclusive and sustainable educational processes, offering wide possibilities for individual and collective cognition, affectivity and performance.