Cinema and film analysis as serious game for the university active learning: analysis of a good pedagogical and didactic laboratory practice

“We can always do something. Didactic itineraries for legality” (Gianeselli, 2023): in this project the serious game is built in four phases. The classroom’s setting is the simulation of a debate with the dialogical paradigm already experimented by Pasolini in the theatrical field and the use of both cinema and film analysis are considered as a unique “pedagogical third” (Houssaye, 2000; Damiano, 2013; Perla, 2016; Gianeselli 2022a; 2022b) and a device for serious game that disregards the dimension of “fun” tout court developing both educational and leisure dimensions leaving outdoor. Cinema thus becomes a learning tool for the professional development of future educators and teachers and for the democratic community. The practice involves the meta-cognitive dimension of the learning process, as demonstrated by the documentary that involves students considering them partners in the training process, putting into practice the Student Voice framework (Grion & CookSather, 2013).