Résumé

The present article analyzes teaching, research, and audiovisual production pathways in the context of international and interinstitutional cooperation, exploring how these dynamics contribute to teacher training and the development of creative processes in education. The research reflects on the potential of anthropology for a more reflective and inclusive education, questioning the role of cinema and digital technologies as pedagogical mediators. In particular, the study emphasizes the use of autobiographical approaches at the intersection of anthropology, cinema, and education, analyzing how these practices foster the construction of subjectivities, expand creative repertoires, and contribute to the formation of critical and conscious individuals. Methodologically, a qualitative and participatory approach is adopted, involving the analysis of students’ audiovisual productions and the reflections of faculty members engaged in the project. The results highlight the significance of international and interinstitutional cooperation as a space for cultural and epistemological exchanges, enhancing pedagogical innovation and encouraging new forms of expression and critical thinking. The study concludes that autobiographies, combined with cinema and digital technologies, serve as fundamental strategies for teaching and research, fostering a dialogue between individual and collective experiences in the learning process.