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The educational importance of cinema has been recognized since the beginning of the 20th century, and the invention that seemed to be nothing more than a joke with no future, became the great entertainment industry, and admittedly, the Seventh Art. This work deals with the relationship between schools and audiovisual resources, especially cinema, based on the premise that although schools are equipped, the inclusion of cinema in everyday school life does not actually take place, and there is no parallel concern to train and qualify teachers for such an undertaking. The empirical research carried out in public high schools in the city of São Paulo, through questionnaires and interviews with teachers, and the theoretical reflections on the historical importance of the language of cinema and its character as historically accumulated knowledge to be transmitted by the school to those who come to it, led us to the conclusion that the school still makes fragmented, inadequate and incipient use of the new languages, technologies and knowledge; thus obtaining results far below what it could achieve with the effective appropriation of these languages, technologies and knowledge.