Educación cinematográfica y franquismo: análisis de fuentes históricas en la formación docente

Introduction: This article focuses on a teaching experience conducted in the Fundamentals of Social Sciences (Bachelor’s in Pre-school Teaching) program during the 2023-2024 academic year. It involved several group projects in which students had to analyze movies made during and after the Franco dictatorship from a historical perspective. The main objective is that, from this analysis, the students reflect on democratic memory and teaching practice. Method: The methodology was based on cooperative learning and audiovisual literacy. Through the analysis of a film and the presentation of the results to the rest of the class, students had to reflect on their present and understand these connections. Active viewing allowed students to delve into the Franco dictatorship, as well as working on historical thinking. Results: The positive results are shown in the high percentage of participation as well as the application of theoretical knowledge in the historical source analysis by the students. This way, it is expected that future teachers will be able to approach education from a democratic perspective, recognizing the importance of debate and the treatment of social issues as an essential practice of democratic citizenship. Conclusions: In this sense, working with audiovisual sources not only increases audiovisual literacy, an essential competence in the current context, but also allows working on critical thinking and active viewing.