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                    <text>SPAN 325
The Female Gaze: Women Directors in Latin American Cinema
Lycoming College
Spring 2025

Dr. Maybel Mesa Morales
E-mail: mesamorales@lycoming.edu

Course EdTech Tools

Canva
Dra. Mesa Morales

Moodle

OER

Padlet

Perusall
1

�Course description
This course delves into Latin American cinema through the lens of female directors and
filmmakers, exploring how women have challenged power structures and
representation in the film industry while addressing themes such as gender, identity,
social justice, violence, historical memory, human rights, colonialism, and
postcolonialism. Students analyze films from various regions of Latin America and the
Caribbean, focusing on countries such as Cuba, Mexico, Peru, Puerto Rico, Costa Rica,
and Bolivia. The course examines both aesthetic aspects and sociocultural contexts,
highlighting the unique narratives and perspectives brought forth by these filmmakers.
Special emphasis is placed on independent productions and the contributions of female
filmmakers traditionally marginalized or underrepresented in mainstream narratives.
The course methodology integrates theoretical readings, group discussions,
presentations, and multimedia projects, fostering critical dialogue on the role of women
in Latin American cinema.
Ultimately, this course provides students with a deeper understanding of the impact
and evolution of cinema made by women and its connection to broader struggles for
equity, representation, and decolonial thought, while encouraging active participation
and inclusive dialogue.
Course objectives
By the end of the course, students will be able to:
1. Critically analyze films directed by women in Latin America and the Caribbean.
2. Understand the historical, political, and social contexts that frame these
productions.
3. Identify and discuss representations of gender, identity, and power in cinema.
4. Apply theoretical frameworks (feminist, decolonial, postcolonial) to film

analysis.

5. Present their analyses through written essays, reflections, oral presentations, and
creative projects.

Dra. Mesa Morales

2

�The course material supports the
Department's learning outcomes:
1. Speak Spanish in a way intelligible
to native speakers, including the
ability to converse comfortably on
general topics;
2. Demonstrate familiarity with
Hispanic cultures;
3. Demonstrate critical thinking skills
and formulate and defend a thesis
in a written and oral format;
4. Demonstrate mastery of the basic
research skills necessary to write a
paper or give a research
presentation in Spanish;

The course also addresses the
institutional learning outcomes of:
1. Achieving depth of learning in a
field of study;
2. Demonstrating intellectual
breadth;
3. Understanding cultural diversity;
4. Communicating effectively in both
written and oral forms;
5. Thinking critically; and
6. Demonstrating appropriate
information literacy skills and
technological competence.

5. Demonstrate greater proficiency in
written communication in Spanish.

Course Materials
There are no commercial materials required for this class. All the materials come from
OERs collections/repositories or can be accessed through Moodle or Lycoming College´s
Library.
The final course grade is determined by the following scale of percentage
points
A 94-100

B 83-86

C 73-76

A- 90-93

B- 80-82

C- 70-72 D- 60-62

B+ 87-89

C+ 77-79 D+ 67-69 F 0-59

Dra. Mesa Morales

D 63-66

NOTE:
The professor reserves the right to
adjust grades based on overall
performance
in
the
course.
Consideration will be given to
progress, or lack thereof, when
determining borderline grades.

3

�Grading and Explanation of evaluation procedures
Component
Participation

Film Analysis
Essays
Writing
Assignments

Oral
Presentation
Creative Project

Final Paper

Conversation
Tables and Film
Series

Dra. Mesa Morales

Description
Active participation in class and online forums,
demonstrating critical engagement with films and
readings.
Two film analyses and reflections completed during
the class, where students must apply the content
learned in the course.
Short writing tasks, both in-class and out-of-class,
will assess your ability to critically analyze films and
engage with course themes. These may include
reflections, scene analyses, or brief essays. Clarity,
depth, and proper use of film terminology will be
key evaluation criteria.
An oral presentation focused on one of the chosen
films, demonstrating a deep understanding of its
themes and cinematic techniques.
A Conference where students will present their final
essay ideas and analysis in the form of a video essay,
podcast, or interactive poster. This project serves as
the initial phase of the Final Paper and allows
students to incorporate feedback from peers and Dr.
Morales.
A comprehensive written analysis integrating course
themes and personal research, refined with peer
feedback from the conference. This paper is
submitted on the date of the final exam.
Students are required to attend at least 8
conversation tables (4 before week 7 and 4 after).
Additionally, they must attend at least one film
screening from the course's film series as part of their
extracurricular activities.

Percentage
15%

15%

10%

15%

15%

20%

10%

4

�How to Succeed in this Course?
Aspect

Recommendation

Engage with Films and
Readings

Watch films attentively, take notes, and complete
readings.

Participate in Discussions

Share insights respectfully and connect ideas to
course themes.

Think Critically

Analyze deeper meanings, symbols, and social
contexts.

Collaborate in Groups

Contribute equally and respect deadlines.

Be Open-Minded

Approach discussions with cultural sensitivity and
respect.

Analyze Aesthetics

Pay attention to cinematography, editing, and
symbolism.

Apply Theoretical Frameworks

Use feminist and postcolonial theories in analysis.

Stay Organized

Track deadlines and submit quality work on time.

Ask Questions

Seek clarification and attend office hours.

Respect Stories

Honor the voices and narratives of female
directors.

Make Connections

Relate course themes to real-world issues.

Stay Curious

Approach the course with curiosity and passion.

Dra. Mesa Morales

5

�Tentative Schedule
Syllabus Modifications: I reserve the right to update,
revise, or adjust the syllabus, including the assignment
schedule, as necessary for educational purposes

SEM/ DÍA

Semana 1
L 1/13

M 1/15

Semana 2
L 1/20

M 1/22

Remember to: Check Moodle daily for upcoming
activities and submissions! Make sure to study the
materials before class.

TEMAS DE LA CLASE

Fechas
Importantes y
Filmes

Tema: Introducción al curso. Metodologías activas
(Active learning) e inclusivas (Inclusive
Pedagogies). Selección de presentaciones orales.
Tarea:
1.Escribir Biografía y usar una foto. Moodle
2. Buscar una crítica, reseña o video-ensayo de una
película.
Tema: El cine de mujeres en el contexto del cine
Latinoamericano
Video: Cine de directoras latinoamericanas
Hoja de trabajo sobre directoras de cine
latinoamericano.
Cinco directoras de cine (Colombia y México),
(Argentina y Chile)
Tarea: Buscar un video que analice una secuencia de
una película preferiblemente dirigida por mujer y
preferiblemente de cine iberoamericano. Anota las
ideas principales y comparte con la clase.
Tema: ¿Cómo analizar una película?: Herramientas
y ejemplos.
Film Glossary: https://cineglos.holycross.edu/
Visionado de cortometrajes y análisis de
videoensayos.
Tarea: Fase 1 Proyecto Final. Traer tres posibles temas
para el proyecto final
Brainstorming para proyecto
Tarea: Enviar tema del proyecto final
Ver filme Yuli, Icíar Bollaín, Cuba-España, 2019

Dra. Mesa Morales

6

�Semana 3
L 1/27

M 1/29

Semana 4
L 2/3

M 2/5

Semana 5
L 2/10

M 2/12

Tema 1: Género, Raza y Resiliencia en la Cuba
Contemporánea.
Filme Yuli, Icíar Bollaín, Cuba-España, 2019
Tarea: Ver Moodle
Presentación 1
Debate grupal y Hoja de trabajo
Tarea:
Ver Y también la lluvia, Icíar Bollaín, España-Bolivia,
2010. Completar tarea en Moodle.

Tema 2 Perspectivas decoloniales, resistencia y
memoria histórica.
Filme Y también la lluvia, Icíar Bollaín, España-Bolivia,
2010.

Enviar
Participación 1

Presentación 2
Debate grupal y Hoja de trabajo
Tarea: Ver filme La capa azul, Alejandra López, Puerto
Rico, 2019. Moodle
Tema 3: Infancia, duelo y resiliencia en el cine
caribeño dirigido por mujeres.
Filme La capa azul, Alejandra López, Puerto Rico, 2019
Trabajar en la propuesta y el bosquejo
Tarea: Moodle
Presentación 3 (1 estudiante)
Debate grupal y Hoja de trabajo
Tarea: Ver Filme: Biopsia, Glorimar Marrero, Puerto
Rico, 2016. Ver Moodle
Fase 2 Proyecto Final. Enviar propuesta y bosquejo
del ensayo final

Dra. Mesa Morales

7

�Semana 6
L 2/17

M 2/19

Semana 7
L 2/24

M 2/26

Semana 8
L 3/3

M 3/5

Tema 4: Cuerpo, enfermedad y memoria: narrativas
decoloniales.
Filme: Biopsia, Glorimar Marrero, Puerto Rico, 2016
Tarea: Moodle
Presentación 4
Debate grupal y Hoja de trabajo
Tarea: Moodle
Composición y reflexión 1

Trabajo en el proyecto final
Tarea: Ver filme: La Camarista/ The Chambermaid, Lila
Avilés, México, 2018. Ver Moodle
Tema 5: Invisibilidad, desigualdad y
deshumanización en trabajadoras domésticas.
Filme: La Camarista/ The Chambermaid, Lila Avilés,
México., 2018
Tarea: Ver Moodle

Enviar
Participación 2

Presentación 5
Debate grupal y Hoja de trabajo
Tarea: Ver Filme: Canción sin nombre, Melina León,
Perú, 2020. Moodle
Fase 3: Investigación y Bibliografía
Enviar bibliografía anotada de al menos 3 fuentes
académicas.
SPRING BREAK DEL 10 AL 14 DE MARZO

Semana 9
L 3/17

Tema 6 Maternidad, desaparición y desigualdad
social en Perú: violencia institucional a mujeres
indígenas.
Filme: Canción sin nombre, Melina León, Perú, 2020
Tarea: Moodle

Dra. Mesa Morales

8

�M 3/19

Presentación 6
Debate grupal y Hoja de trabajo
Tarea: Ver filme: Clara sola, Nathalie Álvarez Mesén,
Costa Rica, 2022. Moodle
Enviar bibliografía anotada del proyecto final.

Semana 10
L 3/24

Tema 7: Deseo, espiritualidad y liberación femenina
en el cine costarricense.
Filme: Clara sola, Nathalie Álvarez Mesén, Costa Rica,
2022
Tarea: Ver Moodle

M 3/26

Presentación 7
Debate grupal y Hoja de trabajo
Tarea: Ver el Filme: Noche de fuego/Prayers for the
Stolen, Tatiana Huezo, Méx.-El Salvador, 2021
(Netflix). Ver Moodle

Semana 11
L 3/31

Tema 8: Infancia y narcotráfico.
Filme: Noche de fuego/Prayers for the Stolen, Tatiana
Huezo, Méx.-El Salvador, 2021 (Netflix)

M 4/2

Presentación 8
Debate grupal y Hoja de trabajo
Tarea: Moodle

Semana 12
L 4/7
M 4/9

Composición y reflexión 2
Tarea: Moodle
Taller de escritura e investigación: Peer-review

Semana 13
L 4/14

Balance cine de mujeres en latinoamérica.
Situación actual, tópicos recurrentes.

M 4/16

Preparación para la conferencia.
Elaboración del póster, programa.

Dra. Mesa Morales

Enviar
Paticipación 3

9

�Selección de moderadores, elaboración grupal de la
rúbrica.
Semana 14
L 4/21
M 4/23

Día 1 de la Conferencia Paneles 1,2
Día 2 de la Conferencia Paneles 3,4
Resumen del curso
¡Último día de clases! ¡Muchas gracias!
EXAMEN FINAL
Entrega del ensayo final

Dra. Mesa Morales

10

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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;&lt;em&gt;Cuban Roots/Bronx Stories&lt;/em&gt; highlights the experience of a black Cuban American family, revealing that the Cuban-American experience is more diverse, racially and ideologically, than we are often led to believe. The film explores the various experiences that each family member had in dealing with the realities of life as black Cuban-Americans in the Bronx. One son, stuck between his family and the code of the streets, became a drug addict before he found religion. Another became a physician assistant, but his curiosity about his roots brings him back to a Havana very different from the one where he was born, and where he discovers he cannot fit in. The experiences of this one family speak to the larger issues of race, social class, and nation that help to shape the identities of everyday people. (&lt;a class="in-cell-link" href="https://film.twn.org/products/cuban-roots-bronx-stories" target="_blank" rel="noreferrer noopener"&gt;https://film.twn.org/products/cuban-roots-bronx-stories&lt;/a&gt;)&lt;/span&gt;</text>
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&lt;ul&gt;&lt;li&gt;Third World Newsreel:  &lt;a href="https://film.twn.org/products/cuban-roots-bronx-stories" target="_blank" rel="noreferrer noopener"&gt;https://film.twn.org/products/cuban-roots-bronx-stories&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;Kanopy: &lt;a href="https://www.kanopy.com/product/cuban-rootsbronx-stories" target="_blank" rel="noreferrer noopener"&gt;https://www.kanopy.com/product/cuban-rootsbronx-stories&lt;/a&gt;&lt;/li&gt;
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                <text>&lt;span&gt;&lt;em&gt;Cuban Roots/Bronx Stories&lt;/em&gt; highlights the experience of a black Cuban American family, revealing that the Cuban-American experience is more diverse, racially and ideologically, than we are often led to believe. The film explores the various experiences that each family member had in dealing with the realities of life as black Cuban-Americans in the Bronx. One son, stuck between his family and the code of the streets, became a drug addict before he found religion. Another became a physician assistant, but his curiosity about his roots brings him back to a Havana very different from the one where he was born, and where he discovers he cannot fit in. The experiences of this one family speak to the larger issues of race, social class, and nation that help to shape the identities of everyday people. (&lt;a class="in-cell-link" href="https://film.twn.org/products/cuban-roots-bronx-stories" target="_blank" rel="noreferrer noopener"&gt;https://film.twn.org/products/cuban-roots-bronx-stories&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>Francisco Huichaqueo Pérez</text>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;em&gt;Kuifi ül/Sonido Antiguo (Ancient Sounds of Water) &lt;/em&gt;highlights the forms of racialized violence that the Mapuches continue to endure under the Chilean state in southern Chile, and their praxes of resistance, by centering the Mapuche water practices during the winter solstice in Chile. To celebrate "the return of the sun" or Wiñoy Tripantu in Mapuzugun in June each year, there is a ceremonial bathing that occurs four times for the four points of the earth. In this film, Huichaqueo captures this ceremony via reflecting upon the journey of a father and daughter who ritually renew the river on horseback. More broadly, the film also connects historical traumas and the environment as the film’s cinematography seeks to capture both the significance of the rivers for these Indigenous communities and the cosmovision of Mapuche communities. Huichaqueo asserts that this film presents Indigenous understandings of "energy" that expand our cluster’s understanding of this term to also include Indigenous epistemologies around aquatic ecosystems, the earth, the cosmic, and sustainable Indigenous ways of "futuring." (Source: &lt;a href="https://vtape.org/event/streaming-kuifi-ul-sonido-antiguo-ancient-sounds-of-water-by-francisco-huichaqueo-perez" target="_blank" rel="noreferrer noopener"&gt;VTape.org&lt;/a&gt;)</text>
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              <text>&lt;em&gt;&lt;br /&gt;&lt;/em&gt;Kuifi ül (Sonido antiguo) &lt;em&gt;resalta las formas de violencia racializada que los mapuches siguen soportando bajo el estado chileno en el sur de Chile, y su praxis de resistencia, enfocándose en los ritos de agua que se practican durante el solsticio de invierno en Chile. Para celebrar el "regreso del sol" (Wiñoy Tripantu, en mapuzungun) cada junio, se lleva a cabo un baño ceremonial cuatro veces para representar los cuatro puntos de la tierra. En esta película, Huichaqueo captura la ceremonia mientras reflexiona sobre el viaje de un padre y su hija para renovar ritualmente el río a caballo. En términos más generales, la película también conecta traumas históricos con el medioambiente, ya que la cinematografía de la película busca captar tanto la importancia de los ríos para estas comunidades indígenas como la cosmovisión mapuche. Huichaqueo afirma que esta película presenta entendimientos indígenas de la "energía" que amplían nuestra comprensión de este término para incluir también epistemologías indígenas sobre los ecosistemas acuáticos, la tierra, las formas cósmicas, y práticas sostenibles e indígenas de imaginar el futuro. (Traducido por Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>Kuifi ül (Sonido antiguo) resalta las formas de violencia racializada que los mapuches siguen soportando bajo el estado chileno en el sur de Chile, y su praxis de resistencia, enfocándose en los ritos de agua que se practican durante el solsticio de invierno en Chile. Para celebrar el "regreso del sol" (Wiñoy Tripantu, en mapuzungun) cada junio, se lleva a cabo un baño ceremonial cuatro veces para representar los cuatro puntos de la tierra. En esta película, Huichaqueo captura la ceremonia mientras reflexiona sobre el viaje de un padre y su hija para renovar ritualmente el río a caballo. En términos más generales, la película también conecta traumas históricos con el medioambiente, ya que la cinematografía de la película busca captar tanto la importancia de los ríos para estas comunidades indígenas como la cosmovisión mapuche. Huichaqueo afirma que esta película presenta entendimientos indígenas de la "energía" que amplían nuestra comprensión de este término para incluir también epistemologías indígenas sobre los ecosistemas acuáticos, la tierra, las formas cósmicas, y práticas sostenibles e indígenas de imaginar el futuro. (Traducido por Jocelyn Zhingri)</text>
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              <text>Kalül trawün</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;Kalül Trawün was conceived and filmed during an exhibition in a room of the National Museum of Fine Arts located in a shopping mall, in Santiago de Chile. In this beautiful piece, Huichaqueo highlights the forms of violence and dispossession that the Mapuche people continue to endure, as well as their resistance. Working alongside a Mapuche family and the spontaneous audience, the filmmaker recorded improvised performances that responded to the conflicts in place in several Mapuche lands in southern Chile. Several symbolic elements are part of the setting, such as the eucalyptus leaves (referring to logging companies), the barbed wire (referring to territorial reductions), and the names of political prisoners from those days. (&lt;a href="https://sk.tranzit.org/en/project/0/2022-11-15/francisco-huichaqueo-perez-kaluel-trawuen-an-action-out-of-tenderness-to-heal" target="_blank" rel="noreferrer noopener"&gt;Tranzit.org&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;&lt;/em&gt;Kalül trawün&lt;em&gt; fue concebido y filmado durante una exposición en una sala de Museo Nacional de Bellas Artes ubicada en un centro comercial en Santiago de Chile. En esta hermosa pieza, Huichaqueo destaca las formas de violencia y despojo que siguen afectando al pueblo mapuche, así como su resistencia a estas fuerzas. Trabajando con una familia mapuche y el público espontáneo, el cineasta grabó actuaciones improvisadas que respondieron a los conflictos que se están produciendo en varios territorios mapuche en el sureste de Chile. Varios elementos simbólicos forman parte del escenario, como las hojas de eucalipto (en referencia a las empresas madereras), el alambre de púas (representando las reducciones territoriales) y los nombres de presos políticos de tiempos anteriores. (Traducido por Jocelyn Zhingri) &lt;/em&gt;</text>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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Rei Cine&#13;
Quiddity Films</text>
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              <text>&lt;span&gt;A fines del siglo XIX las estancias ovejeras cubren cada vez más territorio en la Patagonia chilena. En 1893, Segundo, un mestizo chileno; Maclenan, un militar inglés y Bill, un mercenario estadounidense, emprenden una expedición a caballo para delimitar y reclamar las tierras que el Estado le ha otorgado a José Menéndez. Lo que parece ser una expedición administrativa, se transforma en una violenta cacería de onas, los nativos del archipiélago de Tierra del Fuego. (&lt;a href="https://www.filmaffinity.com/es/film931693.html" target="_blank" rel="noreferrer noopener"&gt;Film Affinity ES&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;At the end of the nineteenth century, sheep ranches are taking over more and more territory in the Chilean Patagonia. In 1893, Segundo, a Chilean mestizo; Maclenan, an English soldier; and Bill, an American mercenary, embark by horseback on an expedition to demarcate and claim the lands that the Chilean State has granted to José Menéndez. What begins as an administrative expedition becomes a violent persecution against the Selk'nam (Ona / Onawo), the indigenous people native to the Tierra del Fuego archipelago. (Translated by Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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            <description>A name given to the resource</description>
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            <description>An account of the resource</description>
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                <text>&lt;span&gt;A fines del siglo XIX las estancias ovejeras cubren cada vez más territorio en la Patagonia chilena. En 1893, Segundo, un mestizo chileno; Maclenan, un militar inglés y Bill, un mercenario estadounidense, emprenden una expedición a caballo para delimitar y reclamar las tierras que el Estado le ha otorgado a José Menéndez. Lo que parece ser una expedición administrativa, se transforma en una violenta cacería de onas, los nativos del archipiélago de Tierra del Fuego. (&lt;a href="https://www.filmaffinity.com/es/film931693.html" target="_blank" rel="noreferrer noopener"&gt;Film Affinity ES&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;Eva is a film editor. While working with her assistant Rami on a feature film about blind people, she seems to have lost her enthusiasm for cinema. Added is the recent death of her friend Juan, a film director whose films she edited. (&lt;a href="https://www.imdb.com/es/title/tt28632082/plotsummary/?ref_=tt_ov_pl" target="_blank" rel="noreferrer noopener"&gt;IMDb&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>Cinema Tropical:&lt;span&gt; &lt;a class="in-cell-link" href="https://www.cinematropical.com/educational/those-who-remain" target="_blank" rel="noreferrer noopener"&gt;https://www.cinematropical.com/educational/those-who-remain&lt;/a&gt;&lt;/span&gt;</text>
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                <text>&lt;em&gt;Those Who Remain&lt;/em&gt; is a film about the families of those who have crossed the border to the United States in search of better opportunities. During eleven months the directors followed the everyday life of nine families in six different states of Mexico. They developed a personal relationship with children, grandparents, mothers, husbands, and teenagers. In the film we see them at work, at rest, and playing while they reveal their hopes, fears and dreams through the simple things that they enjoy in life. The result is a deep and intimate conversation with the Mexican soul. (&lt;a href="https://www.imdb.com/title/tt1384779/" target="_blank" rel="noreferrer noopener"&gt;IMDb&lt;/a&gt;)</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;The daily life of Juan, Rushian and Ivianyd, three Puerto Rican teenagers, is challenged when they decide to participate in a series of workshops to discover their aspirations and overcome personal limitations. The support of new mentors provokes awareness, but moving forward is not so simple. Obstacles pertaining to social, emotional and sexual identity issues are part of this choral portrait on the margins of Caribbean society. (&lt;a href="https://letterboxd.com/film/ser-grande/" target="_blank" rel="noreferrer noopener"&gt;Letterboxd&lt;/a&gt;)&lt;/span&gt;</text>
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                <text>&lt;span&gt;The daily life of Juan, Rushian and Ivianyd, three Puerto Rican teenagers, is challenged when they decide to participate in a series of workshops to discover their aspirations and overcome personal limitations. The support of new mentors provokes awareness, but moving forward is not so simple. Obstacles pertaining to social, emotional and sexual identity issues are part of this choral portrait on the margins of Caribbean society. (&lt;a href="https://letterboxd.com/film/ser-grande/" target="_blank" rel="noreferrer noopener"&gt;Letterboxd&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>Valentina anda por los nueve años, usa un trapo de la casa como capa y se convierte en una superheroína con poderes sobre el viento, la tierra y los árboles. Pero un suceso inesperado la devasta: su padre fallece en un accidente y debe lidiar con su ausencia: reconocer a la muerte y reaprender la vida que sigue, a pesar de aquella. (&lt;a href="https://www.filmaffinity.com/es/film366084.html" target="_blank" rel="noreferrer noopener"&gt;Film Affinity ES&lt;/a&gt;)</text>
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              <text>&lt;span&gt;Mexican filmmaker Ángeles Cruz returns to her Indigenous community of Villa Guadalupe for her second feature film, a tenderly poignant tale of loss inspired by her own childhood. Valentina’s life is shattered when her beloved father drowns in a nearby river. Refusing to accept the body at the funeral as his, Valentina becomes convinced he’s still alive and will return home. Her conviction deepens when she accidentally falls into the same river and hears his voice speaking in Mixtec, a language she’s never learned. Valentina’s unwavering belief affects her grieving family and begins to impact her schoolwork as she waits by the river for another message, enlisting her friend Pedro to teach her Mixtec. An exploration of love and mortality from a child’s perspective, Valentina or the Serenity is ultimately an uplifting ode to life. (&lt;a href="https://pragda.com/film/valentina-or-the-serenity/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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                <text>Valentina anda por los nueve años, usa un trapo de la casa como capa y se convierte en una superheroína con poderes sobre el viento, la tierra y los árboles. Pero un suceso inesperado la devasta: su padre fallece en un accidente y debe lidiar con su ausencia: reconocer a la muerte y reaprender la vida que sigue, a pesar de aquella. (&lt;a href="https://www.filmaffinity.com/es/film366084.html" target="_blank" rel="noreferrer noopener"&gt;Film Affinity ES&lt;/a&gt;)</text>
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              <text>&lt;span&gt;On the violent border between Brazil and Paraguay, a battle between agribusiness and indigenous sovereignty wages. Filmmakers Laura Faerman and Marina Weis outline the clash between lawyer Luana Ruiz, heiress to the contested land and staunch Jair Bolsonaro supporter, and Alenir Ximendes, Guarani-Kaiowá leader, teacher, and activist. A powerful cinematic chronicle of Ximendes’s courageous fight against Ruiz and agribusiness to protect her community, culture, and indigenous lands.&lt;br /&gt;The land in dispute is the Ñande Ru Marangatu Indigenous Territory, which has been inhabited by the Guarani-Kaiowá Indigenous people for at least 1500 years. Farmers only arrive in the region in the 1940s. (&lt;a href="https://pragda.com/film/the-wind-blows-the-border/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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                <text>&lt;span&gt;On the violent border between Brazil and Paraguay, a battle between agribusiness and indigenous sovereignty wages. Filmmakers Laura Faerman and Marina Weis outline the clash between lawyer Luana Ruiz, heiress to the contested land and staunch Jair Bolsonaro supporter, and Alenir Ximendes, Guarani-Kaiowá leader, teacher, and activist. A powerful cinematic chronicle of Ximendes’s courageous fight against Ruiz and agribusiness to protect her community, culture, and indigenous lands.&lt;br /&gt;The land in dispute is the Ñande Ru Marangatu Indigenous Territory, which has been inhabited by the Guarani-Kaiowá Indigenous people for at least 1500 years. Farmers only arrive in the region in the 1940s. (&lt;a href="https://pragda.com/film/the-wind-blows-the-border/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;San Miguel es un pueblo construido sobre tumbas indígenas y Albertina es su líder espiritual. Ella es la encargada de comunicarse con el Ño, una deidad cuya forma física es un muñeco de trapo, al que los habitantes veneran en la semana del carnaval. Al ser la única que se comunica con el Ño, la anciana organiza los preparativos y rituales en su honor con la ayuda de su familia y vecinos. Con esta premisa, César Borie capta la atención de cualquiera, un documental que parece más una película de misterio. En diversas entrevistas, el personaje principal va contando la historia de su vida, llena de magia, de una gran vulnerabilidad y un discurso de empoderamiento digno de cualquier mujer que se sabe líder. Mientras Albertina entrega su experiencia personal con esta entidad mágica, el Ño, sus hijas, nietos y vecinos van contando cómo es el vivir y presenciar esta tradición, y a la vez reflexionar sobre sus propias creencias, y la fe en lo que su querida matriarca les ha contado por años. Sin embargo, ante la vejez de la protagonista se esconde la incertidumbre sobre qué va a pasar con todo esto al momento en que muera. (&lt;a href="https://bitacoradecine.cl/albertina-y-los-muertos-2022-la-matriarca-que-sobrepasa-los-limites-de-lo-real/" target="_blank" rel="noreferrer noopener"&gt;Bitácora de Cine&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;San Miguel is a village built over indigenous tombs and Albertina (78) is its spiritual leader. She is in charge of communicating with the Ño, a deity whose physical form is a rag doll, which the inhabitants worship during carnival week. The old woman organizes the rituals in his honor with the help of her family and neighbors. With this premise, César Borie captures the attention of everyone in a documentary that seems more like a mystery film. In several interviews, the main character tells the story of her life, full of magic, significant vulnerability, and a speech of empowerment worthy of any woman who knows she is a leader. While Albertina delivers her personal experience with this magical entity, Ño, her daughters, grandchildren, and neighbors tell how it is to live and witness this tradition, and at the same time reflect on their own beliefs and faith in what their beloved matriarch has told them for years. However, the protagonist’s old age hides the uncertainty of what will happen to these traditions at the moment of her death. (&lt;a href="https://pragda.com/film/albertina-and-the-dead/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/em&gt;</text>
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Leyenda Films (Argentina)</text>
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              <text>&lt;span&gt;Alba, una niña de 11 años, debe ir a vivir con su padre, Igor, debido a la enfermedad de su madre. Igor es un hombre obsesivo y solitario, a quien ella apenas conoce, que después de separarse de la familia se encerró en una casa pequeña. La convivencia para Alba es casi insoportable; su padre le recuerda todo aquello que la acompleja de sí misma. (&lt;a href="https://cinematecanacionalcce.com/evento/alba/" target="_blank" rel="noreferrer noopener"&gt;Cinemateca Nacional Ecuador&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;Alba, una niña de 11 años, debe ir a vivir con su padre, Igor, debido a la enfermedad de su madre. Igor es un hombre obsesivo y solitario, a quien ella apenas conoce, que después de separarse de la familia se encerró en una casa pequeña. La convivencia para Alba es casi insoportable; su padre le recuerda todo aquello que la acompleja de sí misma. (&lt;a href="https://cinematecanacionalcce.com/evento/alba/" target="_blank" rel="noreferrer noopener"&gt;Cinemateca Nacional Ecuador&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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              <text>&lt;p&gt;And when he woke up, Black Lives Matter was also Spanish. Photographer Rubén H. Bermúdez, whose 2018 book “Y tú, ¿por qué eres negro?” was a pivotal moment in the visibility of the Afro-descendant community in Spain, now presents the audiovisual evolution of his work. In this compelling and mature ensemble film, Bermúdez relinquishes the camera to seven individuals of African descent in Spain, empowering them to craft a film that delves into self-representation, grappling with doubts in an intimate, fragmented, and necessarily partial portrait. The screen becomes a canvas for the diverse and nuanced stories of these individuals—capturing their skins and bodies in private moments, where they speak, listen, and vulnerably expose themselves in a powerful exploration of identity and community. (&lt;a href="https://pragda.com/film/we-all-like-plantain/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/p&gt;</text>
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                <text>And when he woke up, Black Lives Matter was also Spanish. Photographer Rubén H. Bermúdez, whose 2018 book “Y tú, ¿por qué eres negro?” was a pivotal moment in the visibility of the Afro-descendant community in Spain, now presents the audiovisual evolution of his work. In this compelling and mature ensemble film, Bermúdez relinquishes the camera to seven individuals of African descent in Spain, empowering them to craft a film that delves into self-representation, grappling with doubts in an intimate, fragmented, and necessarily partial portrait. The screen becomes a canvas for the diverse and nuanced stories of these individuals—capturing their skins and bodies in private moments, where they speak, listen, and vulnerably expose themselves in a powerful exploration of identity and community. (&lt;a href="https://pragda.com/film/we-all-like-plantain/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)</text>
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              <text>&lt;span&gt;La sociedad secreta Abakuá es una hermandad religiosa Afrocubana que permaneció vedada a los no iniciados hasta hace poco tiempo. Con imágenes rara vez expuestas antes, Bongó Itá logra capturar la esencia de un fenómeno que ha sido símbolo de resistencia desde hace más 200 años; sobreviviendo a la esclavitud, a la dominación colonial española y a la Revolución. (&lt;a href="https://habanerofilmsales.com/portfolio/bongo-ita" target="_blank" rel="noreferrer noopener"&gt;Habanero Films&lt;/a&gt;)&lt;/span&gt;</text>
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                <text>&lt;span&gt;La sociedad secreta Abakuá es una hermandad religiosa Afrocubana que permaneció vedada a los no iniciados hasta hace poco tiempo. Con imágenes rara vez expuestas antes, Bongó Itá logra capturar la esencia de un fenómeno que ha sido símbolo de resistencia desde hace más 200 años; sobreviviendo a la esclavitud, a la dominación colonial española y a la Revolución. (&lt;a href="https://habanerofilmsales.com/portfolio/bongo-ita" target="_blank" rel="noreferrer noopener"&gt;Habanero Films&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;Based on real events, this political drama fuses Brazilian history with international anti-racist movements. Saulo, a black introverted student and fan of the Black Panther Movement, challenges his school in the largely white city of Fortaleza. After Saulo’s reaction to a racial insult from a classmate, his teachers describe him as a young delinquent and swiftly attempt to expel him ignoring his usually calm and articulate demeanor. Outraged, Saulo refuses to leave the school until justice is done. His solitary occupation ends up challenging the school’s board and mobilizes the entire community. A Bruddah’s Mind effectively calls out racism, misogyny, and militarism. It reminds us about the importance of activism, political engagement, and the sacrifices that come with it. (&lt;a href="https://pragda.com/film/a-bruddahs-mind/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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                <text>&lt;span&gt;Based on real events, this political drama fuses Brazilian history with international anti-racist movements. Saulo, a black introverted student and fan of the Black Panther Movement, challenges his school in the largely white city of Fortaleza. After Saulo’s reaction to a racial insult from a classmate, his teachers describe him as a young delinquent and swiftly attempt to expel him ignoring his usually calm and articulate demeanor. Outraged, Saulo refuses to leave the school until justice is done. His solitary occupation ends up challenging the school’s board and mobilizes the entire community. &lt;em&gt;A Bruddah’s Mind &lt;/em&gt;effectively calls out racism, misogyny, and militarism. It reminds us about the importance of activism, political engagement, and the sacrifices that come with it. (&lt;a href="https://pragda.com/film/a-bruddahs-mind/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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          <description>An account of the resource. Description may include but is not limited to: an abstract, synopsis of film, a table of contents, or a free-text account of the resource. Una sinopsis del recurso. La descripción puede incluir: un resumen o sinopsis de la película, un índice, o una narrativa abierta del recurso.</description>
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              <text>&lt;span&gt;With a Stroke of the Chaveta takes viewers into the legendary cigar factories of Cuba to witness the unique practice of "la lectura de tabaquería", the collective reading of literature while tabaqueros roll habanos. From "lectores" Odalys, Aguila and Gricel we learn about the challenges of meeting the expectations of a knowledgeable and demanding workforce and the satisfaction of receiving the applause of hundreds of "chavetas" in unison. Cigar makers inform us that they can't imagine working without a reader to accompany them. (&lt;a class="in-cell-link" href="https://www.gritoproductions.com/with-a-stroke-of-the-chaveta" target="_blank" rel="noreferrer noopener"&gt;https://www.gritoproductions.com/with-a-stroke-of-the-chaveta&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;In her feature debut, theater director Lila Avilés turns the monotonous work day of Eve (Gabriela Cartol), a chambermaid at a high-end Mexico City hotel, into a beautifully observed film of rich detail. Set entirely in this alienating environment, with extended scenes taking place in the guest rooms, hallways, and cleaning facilities, this minimalist yet sumptuous movie brings to the fore Eve’s hopes, dreams, and desires. As with Alfonso Cuarón’s ROMA, set in the same city, &lt;em&gt;The Chambermaid&lt;/em&gt; salutes the invisible women caretakers who are the hard-working backbone of society. (&lt;a class="in-cell-link" target="_blank" href="https://www.moma.org/calendar/events/5343" rel="noreferrer noopener"&gt;MOMA, New Directors/New Films Series, 2019&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;In her feature debut, theater director Lila Avilés turns the monotonous work day of Eve (Gabriela Cartol), a chambermaid at a high-end Mexico City hotel, into a beautifully observed film of rich detail. Set entirely in this alienating environment, with extended scenes taking place in the guest rooms, hallways, and cleaning facilities, this minimalist yet sumptuous movie brings to the fore Eve’s hopes, dreams, and desires. As with Alfonso Cuarón’s ROMA, set in the same city, &lt;em&gt;The Chambermaid&lt;/em&gt; salutes the invisible women caretakers who are the hard-working backbone of society. (&lt;a class="in-cell-link" target="_blank" href="https://www.moma.org/calendar/events/5343" rel="noreferrer noopener"&gt;MOMA, New Directors/New Films Series, 2019&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;Carmen accompanies a group of women who must travel from the island of Vieques to San Juan, capital of Puerto Rico, in order to perform breast biopsies. The long journey is by water and road. Amid many fears and vicissitudes, Carmen confirms once again the need for appropriate medical services for both women and for the rest of the Vieques population. (&lt;a href="https://letterboxd.com/film/biopsia/" target="_blank" rel="noreferrer noopener"&gt;LetterBoxd&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;Carmen acompaña a un grupo de mujeres que deben viajar desde la isla de Vieques a San Juan, capital de Puerto Rico, para realizar biopsias de mama. El largo viaje es por agua y carretera. A pesar del miedo y de los altibajos, Carmen confirma una vez más la necesidad de los servicios médicos adecuados, tanto para las mujeres como para el resto de la población de Vieques. (Traducido por Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>Website, streaming service, distributor</description>
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            <description>A name given to the resource</description>
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            <description>An account of the resource</description>
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                <text>&lt;span&gt;Carmen accompanies a group of women who must travel from the island of Vieques to San Juan, capital of Puerto Rico, in order to perform breast biopsies. The long journey is by water and road. Amid many fears and vicissitudes, Carmen confirms once again the need for appropriate medical services for both women and for the rest of the Vieques population. (&lt;a href="https://letterboxd.com/film/biopsia/" target="_blank" rel="noreferrer noopener"&gt;LetterBoxd&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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              <text>La capa azul</text>
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          <description>The director of the film. El/La director/a de la película.</description>
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              <text>&lt;span&gt;Alejandra López&lt;/span&gt;</text>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <name>Country / País</name>
          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>&lt;span&gt;Two months after Hurricane Maria landed on the shores of Puerto Rico, the power remains out and the infrastructure continues to collapse. Junior, a ten-year-old boy, is summoned by his mother to search for the medicine his grandfather so desperately needs. He puts on a blue cape, made of the tarp that covers his roof, to overcome the obstacles in his journey and save his grandfather’s life. (&lt;a href="https://letterboxd.com/film/la-capa-azul/" target="_blank" rel="noreferrer noopener"&gt;LetterBoxd&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;Dos meses después de que el huracán María golpeara las costas de Puerto Rico, no se ha restaurado la electricidad y la infraestructura de la isla sigue en estado de crisis. Junior, un niño de diez años, es reclutado por su madre para buscar la medicina que su abuelo necesita desesperadamente. Se pone una capa azul, hecha de la lona que cubre el techo de su casa, para superar los obstáculos en su camino y salvar la vida de su abuelo. (Traducido por Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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              <text>&lt;em&gt;&lt;br /&gt;En un pueblo remoto de Costa Rica, Clara, una mujer introvertida de 40 años, experimenta un despertar sexual y místico al comenzar un viaje para liberarse de las convenciones religiosas y sociales represivas que han dominado su vida. (Traducido por Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>&lt;span&gt;Havana is still alive. Its people are in the streets, squares, churches, parks, ballrooms, and schools. And it still conveys a legacy made of old laughter, African rhythms, and strong dyes. Music becomes the channel to transgress, to transcend, to reach different aspects of society and daily life. A story of emotions where images talk for themselves and traditional time rules are bent, &lt;em&gt;Heritage&lt;/em&gt; is a showcase of modern Cuban culture and the centuries of history that precede it. The documentary exposes the miscegenation and transculturation present in Cuba. These two words sum it all up. Stories of lives, characters who while living their “Cubanness” carry at the same time a rich, ancient cultural heritage that comes from afar. (&lt;a href="https://pragda.com/film/heritage/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;La Habana sigue viva. Su gente está en las calles, en las plazas, en las iglesias, en los parques, en las salas de baile, en las escuelas. Y continúa transmitiendo una herencia hecha de risas antiguas, de ritmos africanos, de tintes fuertes. “Herencia” es una historia de emociones en la que la imagen habla por sí sola saltándose el orden tradicional del tiempo. Todo entra por los ojos, para transgredir lo normal, lo ordinario. El viaje no sigue un camino. El océano ya ha sido atravesado hace cientos de años. Y “Herencia” muestra lo que esto ha significado. (&lt;a href="https://www.filmaffinity.com/es/film333239.html" target="_blank" rel="noreferrer noopener"&gt;Film Affinity ES&lt;/a&gt;)&lt;/em&gt;</text>
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Isla Films</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;p&gt;&lt;span&gt;During the slavery period in Brazil, a sugar cane farm was the stage for the darkest kinds of horrors. Years later, the place's cruel past is still stained in its walls, even if unnoticed, until a series of strange events starts happening and death returns to the farm. The film is divided in five short horror stories. (&lt;a href="https://www.imdb.com/title/tt9064564/plotsummary/" target="_blank" rel="noreferrer noopener"&gt;IMDb&lt;/a&gt;)&lt;/span&gt;&lt;/p&gt;</text>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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            <description>An account of the resource</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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                <text>&lt;span&gt;Contagem, Minas Gerais. Dentro da comunidade local, Marcos (Leo Pyrata) se vira diariamente com os pequenos crimes que comete. Quando reencontra Selma (Grace Passô), uma antiga amiga, ele se convence da possibilidade de executar um assalto bem-sucedido. Mas o plano só pode ser colocado em prática com a ajuda de uma terceira pessoa, e Ana (Kelly Crifer), namorada de Marcos, hesita em participar. (&lt;a href="https://www.adorocinema.com/filmes/filme-272043/" target="_blank" rel="noreferrer noopener"&gt;Adoro Cinema Brasil&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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              <text>&lt;span&gt;In the heart of Brazil's favelas, filmmaker Sissel Morell Dargis gains unprecedented access to the hidden world of the “balloon mafia.” For baloeiros in Rio and Sao Paolo, hot air balloon construction, flying and chasing is a treasured and competitive art form -- as well as central to their sense of community and cultural heritage since colonial times. Now, authorities have made their art illegal, ranking them just below drug cartels in the law, and driving them underground. With police and bounty hunters hot on their heels, Dargis embarks on a wild ride to witness the extreme obsession and sacrifice required to build these spectacular balloons that reach over 70 meters high and that require over 100 people to launch into the sky. Intimate and explosive, ‘Balomania’ is a real-life action film about freedom against all odds that will challenge beliefs about favelas, gang life and the power of art. (&lt;a class="in-cell-link" href="https://www.cargofilm-releasing.com/balomania" target="_blank" rel="noreferrer noopener"&gt;https://www.cargofilm-releasing.com/balomania&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;br /&gt;&lt;p&gt;&lt;em&gt;En el corazón de las favelas de Brasil, la cineasta Sissel Morell Dargis obtiene un acceso sin precedentes al mundo oculto de la "mafia de los globos". Para los baloeiros de Río y São Paulo, la construcción, el vuelo y la persecución de globos aerostáticos es una forma de arte apreciada y competitiva, además de un elemento central de su sentido de comunidad y patrimonio cultural desde la época colonial. Hoy en día, las autoridades han declarado ilegal su arte, clasificándolo justo por debajo de los cárteles según la ley, y obligando a estos artistas a operar clandestinamente. Con la policía y los cazadores de recompensas persiguiéndolos, Dargis se embarca en un viaje salvaje para documentar la obsesión extrema y el sacrificio necesario para construir estos globos espectaculares que pueden superar los 70 metros de altura y requieren más de 100 personas para lanzarlos al cielo. Íntima y explosiva, Balomania es una película de acción de la vida real sobre la libertad contra todo pronóstico, que desafiará las creencias sobre las favelas, las pandillas y el poder del arte.&lt;span style="font-family:'-apple-system', BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen, Ubuntu, Cantarell, 'Open Sans', 'Helvetica Neue', sans-serif;"&gt; (Traducido por Jocelyn Zhingri)&lt;/span&gt;&lt;/em&gt;&lt;/p&gt;</text>
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                <text>&lt;span&gt;In the heart of Brazil's favelas, filmmaker Sissel Morell Dargis gains unprecedented access to the hidden world of the “balloon mafia.” For baloeiros in Rio and Sao Paolo, hot air balloon construction, flying and chasing is a treasured and competitive art form -- as well as central to their sense of community and cultural heritage since colonial times. Now, authorities have made their art illegal, ranking them just below drug cartels in the law, and driving them underground. With police and bounty hunters hot on their heels, Dargis embarks on a wild ride to witness the extreme obsession and sacrifice required to build these spectacular balloons that reach over 70 meters high and that require over 100 people to launch into the sky. Intimate and explosive, ‘Balomania’ is a real-life action film about freedom against all odds that will challenge beliefs about favelas, gang life and the power of art. (&lt;a class="in-cell-link" href="https://www.cargofilm-releasing.com/balomania" target="_blank" rel="noreferrer noopener"&gt;https://www.cargofilm-releasing.com/balomania&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;&lt;em&gt;Home Is Somewhere Else&lt;/em&gt; shares the rich complexity of the emotional experiences of immigrant children and families to better understand and empathize with them. It invites discussion about the need for a new US migratory model based on respect for human rights for all. In this documentary animation, three young immigrants tell their stories. Eleven-year-old Jasmine fears being separated from her undocumented parents and sets off to become an activist to protect families like her own. Sisters Evelyn and Elizabeth. Evelyn was born in the USA but has chosen to return to Mexico, while her sister Elizabeth, an illegal immigrant in Los Angeles, is struggling to realize her ambitions. Finally, Lalo shares the story of his childhood, deportation experience, finding a way back, and transforming his challenges through his work as an artist and activist. Voiced by the actual children and their families, the stories are woven together by spoken word poet José Eduardo Aguilar, also known as Lalo "El Deportee," the film’s host and MC whose vibrant "Spanglish" breaks codes, switches standards, and pushes the viewer to decipher his poems. Their painful experiences and vibrant hopes and dreams lend themselves well to animation. A powerful reminder of how the color of your passport determines your life. (&lt;a class="in-cell-link" href="https://pragda.com/film/home-is-somewhere-else/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/home-is-somewhere-else/&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;&lt;/em&gt;Mi casa está en otra parte&lt;em&gt; comparte la rica complejidad de las experiencias emocionales de los niños y las familias inmigrantes para entenderlos mejor y empatizar con ellos. Invita diálogos sobre la necesidad de crear un nuevo modelo migratorio en los Estados Unidos basado en el respeto de los derechos humanos para todos. En este documental animado tres jóvenes inmigrantes cuentan sus historias. Jasmine, de once años, teme ser separada de sus padres indocumentados y se pone en marcha para convertirse en activista para proteger a familias como la suya. Las hermanas Evelyn y Elizabeth: Evelyn nació en los Estados Unidos, pero ha decidido regresar a México, mientras que su hermana Elizabeth, una inmigrante indocumentada que vive en Los Ángeles, está luchando por hacer realidad sus sueños. Por último, Lalo comparte la historia de su infancia, su experiencia de deportación, y la búsquda del camino de regreso, transformando los desafíos a través de su trabajo como artista y activista. Narrada por los niños y sus familias, se entretejen las historias con la ayuda del poeta José Eduardo Aguilar, también conocido como Lalo "El Deportee",  quien presenta la película y cuyo "Spanglish" dinámico rompe las normas establecidas, cambia los estándares, y reta a los espectadores a descifrar sus poemas. Sus experiencias dolorosas, esperanzas, y sueños vibrantes se prestan bien a la animación. Un poderoso recordatorio de cómo el color de tu pasaporte determina tu vida. (Traducido por Jocelyn Zhingri)&lt;/em&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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Motto Pictures (United States)&#13;
Promenades Films (France)</text>
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              <text>&lt;span&gt;Carlos Lechuga’s poignant third feature follows Vicenta Bravo, a gifted Afro-Cuban woman residing in Havana with the unique ability to see into the future and commune with spirits. Every day, people seek her out for guidance, but her world crumbles when her beloved son decides to emigrate, leaving her adrift in a crisis that blinds her to the unfolding events around her. Struggling with her anxieties and the loss of faith permeating her surroundings, Vicenta embarks on a soul-searching journey across Cuba’s heartland. As she confronts her existential turmoil head-on, she discovers unexpected solidarity and empathy, rediscovering her connection to her ancestors and the island itself. Anchored by Linnett Hernández Valdés’s compelling performance, Vicenta B is a quietly touching exploration of life’s uncertainties and the transformative power of acceptance. (&lt;a class="in-cell-link" href="https://pragda.com/film/vicenta-b/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/vicenta-b/&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;Carlos Lechuga’s poignant third feature follows Vicenta Bravo, a gifted Afro-Cuban woman residing in Havana with the unique ability to see into the future and commune with spirits. Every day, people seek her out for guidance, but her world crumbles when her beloved son decides to emigrate, leaving her adrift in a crisis that blinds her to the unfolding events around her. Struggling with her anxieties and the loss of faith permeating her surroundings, Vicenta embarks on a soul-searching journey across Cuba’s heartland. As she confronts her existential turmoil head-on, she discovers unexpected solidarity and empathy, rediscovering her connection to her ancestors and the island itself. Anchored by Linnett Hernández Valdés’s compelling performance, Vicenta B is a quietly touching exploration of life’s uncertainties and the transformative power of acceptance. (&lt;a class="in-cell-link" href="https://pragda.com/film/vicenta-b/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/vicenta-b/&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;In 1937, tens of thousands of Haitians and Dominicans of Haitian descent were exterminated by the Dominican army, on the basis of anti-black racism. Fast-forward to 2013, the Dominican Republic’s Supreme Court stripped the citizenship of anyone with Haitian parents, retroactive to 1929, rendering more than 200,000 people stateless. Elena has lost her citizenship due to this ruling, and her family stands to lose their rightful access to legal residency in the Dominican Republic if they don’t manage to get their documents on time. Negotiating a mountain of opaque bureaucratic processes and a racist, hostile society, Elena becomes the face of the struggle to stay in a country built on the labor of her father and forefathers. (&lt;a class="in-cell-link" href="https://pragda.com/film/elena/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/elena/&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;En 1937, decenas de miles de haitianos y dominicanos de ascendencia haitiana fueron exterminados por el ejército dominicano  motivado por el racismo anti-negro. Décadas más tarde, en 2013, la Corte Suprema de la República Dominicana despojó la ciudadanía de cualquier persona con padres haitianos retroactivamente hasta 1929, dejando a más de 200.000 personas apátridas. Elena ha perdido su ciudadanía dominicana debido a esta decisión, y su familia estás en peligro de perder su acceso legítimo a la residencia legal en la República Dominicana si no logran obtener sus documentos a tiempo. En el proceso de negociar un sinfin de procesos burocráticos opacos frente a una sociedad racista y hostil, Elena se convierte en la cara de la lucha por permanecer en un país construido sobre el trabajo de su padre y sus antepasados. (Traducido por Jocelyn Zhongri)&lt;/em&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;In 1937, tens of thousands of Haitians and Dominicans of Haitian descent were exterminated by the Dominican army, on the basis of anti-black racism. Fast-forward to 2013, the Dominican Republic’s Supreme Court stripped the citizenship of anyone with Haitian parents, retroactive to 1929, rendering more than 200,000 people stateless. Elena has lost her citizenship due to this ruling, and her family stands to lose their rightful access to legal residency in the Dominican Republic if they don’t manage to get their documents on time. Negotiating a mountain of opaque bureaucratic processes and a racist, hostile society, Elena becomes the face of the struggle to stay in a country built on the labor of her father and forefathers. (&lt;a class="in-cell-link" href="https://pragda.com/film/elena/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/elena/&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The director of the film. El/La director/a de la película.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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Ecah Film (Dominican Republic)</text>
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          <description>An account of the resource. Description may include but is not limited to: an abstract, synopsis of film, a table of contents, or a free-text account of the resource. Una sinopsis del recurso. La descripción puede incluir: un resumen o sinopsis de la película, un índice, o una narrativa abierta del recurso.</description>
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              <text>&lt;p&gt;&lt;span&gt;In this tale of racism and gender violence, the woman is the center of the story. As a wife, daughter, or sister, Genesis must respond to a way of being and a way of life attentive to what the men in her life dictate. She must fulfill the role established for her by a hostile and perennial patriarchy. Genesis is forced to enter into an arranged marriage with a mysterious white man called El Blanco to "improve the race" &lt;/span&gt;&lt;span&gt;of the family and attain a better social status. But when Genesis fails to become pregnant and her sister arrives for an unannounced visit, a feverish love triangle begins to take shape in their isolated cabin. (&lt;a class="in-cell-link" href="https://pragda.com/film/el-blanco/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/el-blanco/&lt;/a&gt;)&lt;/span&gt;&lt;/p&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;En este cuento de racismo y violencia de género, una mujer es el centro de la historia. Como esposa, hija o hermana, Génesis debe responder a una forma de ser y una forma de vida atenta a lo que dictan los hombres en su vida. Debe cumplir el papel establecido para ella por un patriarcado hostil y perenne. Génesis se ve obligada a entrar en un matrimonio concertado con un misterioso hombre blanco para "mejorar la raza" y alcanzar un mejor estatus social. Pero cuando Génesis no logra embarazarse y su hermana llega para una visita sin previo aviso, un triángulo amoroso comienza a tomar forma en su cabaña aislada. (Traducido por Jocelyn Zhongri)&lt;/em&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <name>Available at</name>
          <description>Website, streaming service, distributor</description>
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              <text>Pragda Stream: &lt;a href="https://pragda.docuseek2.com/pr-blanco" target="_blank" rel="noreferrer noopener"&gt;pragda.docuseek2.com/pr-blanco&lt;/a&gt;</text>
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                <text>&lt;span&gt;In this tale of racism and gender violence, the woman is the center of the story. As a wife, daughter, or sister, Genesis must respond to a way of being and a way of life attentive to what the men in her life dictate. She must fulfill the role established for her by a hostile and perennial patriarchy. Genesis is forced to enter into an arranged marriage with a mysterious white man called El Blanco to "improve the race" &lt;/span&gt;&lt;span&gt;of the family and attain a better social status. But when Genesis fails to become pregnant and her sister arrives for an unannounced visit, a feverish love triangle begins to take shape in their isolated cabin. (&lt;a class="in-cell-link" href="https://pragda.com/film/el-blanco/" target="_blank" rel="noreferrer noopener"&gt;https://pragda.com/film/el-blanco/&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>Add link to related film guide</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>La Casa de Producción (Guatemala)&lt;br /&gt;El Ministerio de Cultura Y Deportes de Guatamala (Guatemala)&lt;br /&gt;&lt;span&gt;Les Films Du Volcan (France)&lt;/span&gt;</text>
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              <text>&lt;span&gt;Alma, a Maya Kaqchikel woman, is victimized by military commander Enrique during the war in Guatemala. Thirty years later, he is tried and condemned for crimes against humanity, but then absolved by a higher court. Alma comes back to the world of the living as La Llorona, the Weeping Woman, determined to have justice by her own means. (&lt;a href="https://lacasadeproduccion.com.gt/en/films/the-weeping-woman/" target="_blank" rel="noreferrer noopener"&gt;Film's Official Website&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;br /&gt;&lt;em&gt;Alma, una mujer maya kaqchikel, es agredida por el comandante militar Enrique durante la guerra civil en Guatemala. Treinta años después, el comandante es juzgado y condenado por crímenes de lesa humanidad, pero luego absuelto por un tribunal superior. Alma regresa al mundo de los vivos como La Llorona, decidida a obtener justicia por sus propios medios. (Traducido por el equipo de Cinegogía)&lt;/em&gt;</text>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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                <text>&lt;span&gt;Alma, a Maya Kaqchikel woman, is victimized by military commander Enrique during the war in Guatemala. Thirty years later, he is tried and condemned for crimes against humanity, but then absolved by a higher court. Alma comes back to the world of the living as La Llorona, the Weeping Woman, determined to have justice by her own means. (&lt;a href="https://lacasadeproduccion.com.gt/en/films/the-weeping-woman/" target="_blank" rel="noreferrer noopener"&gt;Film's Official Website&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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              <text>Igualada: Refusing to Know Your Place</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;p id="yui_3_17_2_1_1753717175793_377"&gt;Shot in a cinéma verité style, Mejía Botero's film follows Márquez's rise from a local leader in La Toma, a small rural town in Colombia's Pacific Southwest and home to over a quarter-million descendants of enslaved Africans. Rich in natural resources, the region is frequently targeted by multinational corporations and paramilitary groups. It was during a 2020 funeral for five murdered sugarcane workers that Márquez decided to launch her unlikely campaign. The film begins in 2009, when Mejía Botero first began documenting Márquez's efforts as a young land defender. The resulting footage reveals a rare, long-term portrait of a movement and a leader in the making—culminating in a watershed moment in Colombian history. With the support of a small, tireless team, Márquez's grassroots campaign—originally intended to spotlight the struggles of Afro-Colombian, rural, and Indigenous communities—quickly grew into a national movement. Her motto, rooted in African roots, declared: "I am because we are." Despite threats to her life, Márquez defiantly reclaimed the term "igualada"—a pejorative used to belittle those who demand rights seen as above their "place"—and she catapults the struggle for a more just Colombia into the upper echelons of power, rose to become a leading candidate in a broad progressive coalition led by Senator and former guerrilla fighter Gustavo Petro. (&lt;a href="https://www.cinematropical.com/cinema-tropical/francia-mrquez-documentary-igualada-refusing-to-know-your-place-premieres-july-7-on-pbs-pov" target="_blank" rel="noreferrer noopener"&gt;Cinema Tropical&lt;/a&gt;)&lt;/p&gt;</text>
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&lt;p&gt;&lt;br /&gt;&lt;em&gt;En uno de los países más desiguales de América Latina, Francia Márquez, una activista rural colombiana de ascendencia africana, desafía el status quo con una campaña presidencial que reapropia el término despectivo 'igualada' —alguien que actúa como si mereciera derechos que supuestamente no le corresponden— e inspira a toda una nación a soñar. (&lt;a href="https://cinematecadebogota.gov.co/pelicula/igualada" target="_blank" rel="noreferrer noopener"&gt;Cinemateca de Bogotá&lt;/a&gt;)&lt;/em&gt;&lt;/p&gt;
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>Shot in a cinéma verité style, Mejía Botero's film follows Márquez's rise from a local leader in La Toma, a small rural town in Colombia's Pacific Southwest and home to over a quarter-million descendants of enslaved Africans. Rich in natural resources, the region is frequently targeted by multinational corporations and paramilitary groups. It was during a 2020 funeral for five murdered sugarcane workers that Márquez decided to launch her unlikely campaign. The film begins in 2009, when Mejía Botero first began documenting Márquez's efforts as a young land defender. The resulting footage reveals a rare, long-term portrait of a movement and a leader in the making—culminating in a watershed moment in Colombian history. With the support of a small, tireless team, Márquez's grassroots campaign—originally intended to spotlight the struggles of Afro-Colombian, rural, and Indigenous communities—quickly grew into a national movement. Her motto, rooted in African roots, declared: "I am because we are." Despite threats to her life, Márquez defiantly reclaimed the term "igualada"—a pejorative used to belittle those who demand rights seen as above their "place"—and she catapults the struggle for a more just Colombia into the upper echelons of power, rose to become a leading candidate in a broad progressive coalition led by Senator and former guerrilla fighter Gustavo Petro. (&lt;a href="https://www.cinematropical.com/cinema-tropical/francia-mrquez-documentary-igualada-refusing-to-know-your-place-premieres-july-7-on-pbs-pov" target="_blank" rel="noreferrer noopener"&gt;Cinema Tropical&lt;/a&gt;)</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;em&gt;&lt;br /&gt;For the past 30 years, Karina Nuñez has earned her living as a sex worker, and for the past 10 years she has also been a feminist activist in Uruguay, leading the movement for sex workers' rights on behalf of her union. Now 45 years old, she is looking for a different job, but her options are limited due to her age, her lifestyle, and the social stigma she is forced to carry. Karina managed to exist, but now redefines her own place in the world. (Translation by Dania Fermin)&lt;/em&gt;</text>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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              <text>Guide in English: &lt;a href="https://cinegogia.omeka.net/items/show/957"&gt;https://cinegogia.omeka.net/items/show/957&lt;/a&gt;</text>
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                    <text>Latin American Cinema
Amherst College – Fall 2024
Meeting times:
Classroom::
Professor:
Email:
Office:
Office hours:

lunes y miércoles, 2:00-3:20 pm
Chapin Hall 103
Paul A. Schroeder Rodríguez
pschroeder@amherst.edu
Grosvenor 10
lunes y miércoles 3:30-4:30pm y por cita previa

Welcome to SPAN 330, SWAG 332, LLAS 330, FAMS 338: Latin American Cinema

Still from Pataki, dir. Everlane Moraes, Cuba, 2019
What is this course about?
This course is a survey of Latin American cinema. We will watch approximately one film
per week and discuss them in Spanish in a small classroom setting. Throughout the
course we will pay special attention to how cinematic constructions of multiple
modernities are linked to different understandings of gender, race, ethnicity, sexuality,
and nationality.
The course will cover the following major cinematic periods:
•
•
•
•
•

silent cinema (1890s-1930s)
studio cinema (1930s-1950s)
Neorealism/Art Cinema (1950s)
the New Latin American Cinema (1960s -1980s)
contemporary cinema (1990s to today)

�The course features workshops to help you decide on and prepare a final project from
among the following options:
•
•
•

5 - 7 minute videoessay on a Latin American film (practice audiovisual
argumentation)
5-7 minute short film in Spanish, fiction or nonfiction (practice artistic
creativity)
8-10 page written essay on a film or films of your choice (practice written
argumentation)

You will share your final projects at the end of the semester, and we will decide as a
class if the presentations will be open to the public or not.
How will I be evaluated?
Grade breakdown:
Attendance and class participation
Attend three Spanish-language events
Film review
Lead discussion of a film
Two video assignments for final project
Proposal for the final project
First version of the final project
Second version of the final project
Total

200 points
50 points (17 points each)
100 points
100 points
200 points
50 points
100 points
200 points
--------------1000 points

Attendance and class participation (200 points). Attendance is required for this
course. Your participation grade will be based on both attendance and your involvement
and engagement in the classroom discussions and activities. You are allowed one
unexcused absence during the semester. Each additional unexcused absence will
automatically deduct 25 points. For absences to be excused they must be supported in
writing by a medical doctor, a counselor, or similar professional.
One film review (100 points). The objective of this exercise is to practice synthesizing
information and applying the language of film analysis (see handout “Major terms and
concepts in film studies”) to a film seen during class. The review should be
approximately 500 words long, or about 2 double-spaced pages. Use the following as a
guide:
•

Identification and brief summary of the film (director or responsable, year,
genre, period, and narrative summary) – approximately 150 words

�•
•

•

•
•

The context of production (When and where it was produced? What
contemporary events help situate the film?) – approximately 50 words
The film’s mode of production and mode(s) of representation (was it an
industrial or artisanal production, or perhaps a combination of both? How
does this affect the film’s aesthetics, narrative form, ideology, etc.?) –
approximately 100 words
Select one sequence that stood out to you, and discuss how its aesthetic
and narrative choices affect the production of meaning – approximately
100 words
Your personal assessment of the film. – approximately 100 words
An appropriate title, given what you have written (it could be as simple as
“Review of X”, or something more original.)

You may write as many reviews as you want and I will gladly read them and give you
feedback on each. For grading purposes, I will count only one review, the one with the
highest grade.
Presentation of a film in pairs or small groups (100 points). This includes doing a
brief introduction that should cover, at a minimum, the information outlined above for the
film reviews. For the Q&amp;A, be prepared with one or two questions to ask the audience,
in case they do not raise any questions.
Two audiovisual assignments: We will hold in-class workshops for these low-stakes
assignments designed to give you the technical skills necessary to prepare a final
videoessay or short original film. You may work individually or in pairs to create these
assignments. Then, during class time, we will screen these assignments and give each
other constructive feedback.
Audiovisual assignment #1 (100 points): Select one of several pre-selected
sequences in our shared class folder, or select your own sequence, and create a 1-2
minute video that highlights two cinematographic aspects of the sequence, for example
mise-en-scène, lighting, editing, voice/sound, special effects, etc. Aim to use at least
three terms from the handout “Major terms and concepts in film studies.”
Open with 2-4 seconds of a title sequence that reads: “Tarea audiovisual #1,” followed
by a subtitle that clearly communicates your main point, and/or prepares/engages the
viewer for what follows. The slide should also include the title of the film, its director,
country, year of release, your name(s), and today’s date. For example:
Tarea audiovisual #1
Primeros planos y voz en off en
De cierta manera (Sara Gómez, Cuba, 1974)
por Nombre del Estudiante
13 de octubre de 2024

�Audiovisual assignment #2 (100 points): Using the same sequence or a new one,
think of what you want to say about that sequence in terms of its form and its
content. Then, prepare and include a voiceover narration and at least one form of text
(for example, an intertitle) that together support one main point that you are
presenting. Aim to use at least three terms from the handout “Major terms and
concepts in film studies.”
Proposal for your final project (100 points). The written proposal for your final project
will take the form of an abstract. It should be 250 to 300 words in length, and include an
appropriate title, a clearly stated topic or hypothesis, a sketch of your argument, and a
bibliography of at least one primary source (i.e., the film) and two secondary sources
(e.g., a peer-reviewed (video)essay of the film, a theoretical essay, etc.) The objective
of this exercise is to help you to think about the most important elements of your final
project, and to present these in a concise form that will then guide your work.
First version of the final project (100 points). This version should come close to
what you have in mind for the project, so that in-class peer-reviews are more
productive.
Second version of the final project (200 points). We will hold a public presentation
of all the final projects on the last day of classes, in Keefe Auditorium. Those who
choose to write an essay for their final project will share it electronically on the same
day as the presentations, and create a slideshow to illustrate the main arguments of the
essay. We will decide as a class whether these presentations will be open to the public
or not.
Student Responsibilities
•
•
•
•

•
•
•

Come to all screenings with an open mind and something to write on.
Come to all discussions having viewed and reflected on the film to be discussed,
as well as having completed any assigned readings for that day.
Turn off and stow away all your electronic devices during screenings and class
discussion, unless we agree otherwise.
Adhere to Amherst College’s Honor Code at all times. This includes plagiarism,
a form of theft that consists of using citations or ideas from others without
properly acknowledging the source. Please take a few minutes to do the online
tutorial on plagiarism at http://www.lib.usm.edu/plagiarism_tutorial/, and review
the list of previous sanctions at Amherst College, posted at
https://www.amherst.edu/offices/student-affairs/community-standards/csrbprecedents/ir-and-plagiarism-precendents/node/668841
If you need special accommodations, please see me as soon as possible to
arrange them.
If you must miss a class or a screening, regardless of the reason, try to
communicate with a classmate about what you missed, and contact me
afterwards for any additional questions or concerns.

�•

Silence and stow away all your electronic devices during class. Laptops may only
be used for special class activities. This means you should use a notebook for
taking notes during screenings and during class discussions. The reason for this
is that writing things by hand helps to process and retain information better than
typing does. (For the evidence, see: Ose Askvik, Eva; van der Weel, F. R.
(Ruud); and van der Meer Audrey L. H., “The Importance of Cursive Handwriting
Over Typewriting for Learning in the Classroom: A High-Density EEG Study of
12-Year-Old Children and Young Adults”, Frontiers in Psychology 11 (2020),
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.0181
0.)

Required Texts:
Schroeder Rodríguez, Paul A. Una historia comparada del cine latinoamericano, trad.
Juana Suárez. Madrid: Iberoamericana-Vervuert (2020).
Notifications regarding the availability of the textbook will be sent from
customerservice@efollett.com. Textbook distribution is at the Alumni House from Aug.
27 through Sept. 13, Monday through Friday, from 10 a.m. to 4 p.m.
Frost Library has print and electronic copies of the English-language version of the text,
Latin American Cinema. You may refer to this version if you’re not sure about what the
Spanish-language version is saying.
All of the films will be screened during class and be available in Moodle or as hyperlinks
in the calendar below..
Also required: a paper notebook and pencil or pen to write with.
Course Resources
The Writing Center. An invaluable resource for help on your papers, located at 101
Charles Pratt Hall. They can help with thesis development, structure, and incorporating
evidence, as well as with public speaking.
Office of Information Technology (IT). Staff from IT will lead in-class workshops for the
two low-stakes video-graphic assignments. They will also be available outside of class
by appointment, for additional help with these two assignments, and with the final
videoessay or original film for those who choose either of these as their final project.

�Calendar
Date

Before class

During class

Wednesday,
Sept. 4

n/a

· Actividades para
conocernos
· Repasar el syllabus
· Describir una secuencia
con el Esquema de
conceptos para el estudio del
cine
Taller: cómo usar tu celular
para crear un video de un
minuto.

Monday,
Sept. 9

Tarea: ir preparando un video de un minuto
sobre tu realidad.
Objetivo de la tarea: Explorar cómo la
realidad no se accede directamente, sino que
siempre está mediada.

Wednesday,
Sept. 11

Subir los videos de 1 minuto de tu realidad
aquí.
Leer:
Una historia comparada del cine
latinoamericano, pp. 81-83 y 88-100.

Proyección de ¡Que viva
México! (dir. Sergei
Eisenstein, México, 1931,
1:27)

Discutir ¡Que viva México!
Repasar Esquema de
conceptos para el estudio del
cine para escribir una reseña
del episodio de “Maguey".
Ver y discutir los videos
sobre tu realidad.

�Monday,
Sept. 16

El lunes nos acompañará el director
Mapuche Francisco Huichaqueo Pérez.
Ver su película Kümü:
https://vimeo.com/793352386/1c6f720605

Conversatorio con Francisco
Huichaqueo Pérez por
Zoom.

Leer: Schroeder Rodríguez, Paul A., et.
al. “Cine comunitario en Abiayala: una
práctica del buen convivir” (borrador)

Wednesday,
Sept. 18

Monday,
Sept. 23

Wednesday,
Sept. 25

n/a

Leer:

Proyección de María
Candelaria (dir. Emilio
Fernández, México, 1943,
1:37)

Discutir María Candelaria

Una historia comparada del cine
latinoamericano, pp. 111-121 y 151-160.

n/a

Proyección de Los olvidados
(dir. Luis Buñuel, México,
1950, 1:16)

�Monday,
Sept. 30

Leer:

Discutir Los olvidados

Una historia comparada del cine
latinoamericano, pp.191-208.

Wednesday,
October 2

Monday,
October 7

Wednesday,
October 9

Monday,
October 14

Proyección de Roma
(Alfonso Cuarón, México,
2018)

Leer:
Una historia comparada del cine
latinoamericano, pp. 17-35 y 427-432.

Escoger una secuencia para el videotaller #1

Visita de Luisela Alvaray a
la clase.
Charla de Luisela Alvaray
en el CHI a las 4:30pm

Taller Videotarea #1

October break

�Wednesday,
October 16

n/a

La clase de hoy no será a la
hora regular sino que será
una proyección de Febre
(Maya Da-Rin, Brazil, 2019)
seguido de un Q&amp;A con
Paul Schroeder Rodríguez y
Manuela Picq a las 19h, en
Pruyne Hall (Fayerweather
115).

Monday,
October 21

n/a

Taller audiovisual #2

Wednesday,
October 23

Monday,
October 28

Wednesday,
October 30

Proyección de Araya (dir.
Margot Benacerraf,
Venezuela, 1:22)

Leer:

Discutir Araya

Una historia comparada del cine
latinoamericano, pp. 240-244.

n/a

Proyección de De cierta
manera (dir. Sara Gómez,
Cuba, 1976, 1:15)

�Discutir De cierta manera
Monday,
November 4

Leer:
Una historia comparada del cine
latinoamericano, pp. 293-295.

Wednesday,
November 6

n/a

Proyectar Pattaki y
discutirla.

Monday,
November 11

Proyectar algunos cortos del
Colectivo los Ingrávidos y
discutirlos.

Wednesday,
Nov. 13

Taller trabajos finales

Taller trabajos finales
Monday,
November 18

Wednesday,
November 20

No voy a estar en clase
porque estaré en Wellesley
College.

Taller trabajos finales

�Thanksgiving
Break

Monday,
December 2

Taller trabajos finales

Wednesday,
December 4

Taller trabajos finales

Monday,
December 9

Presentaciones finales

Wednesday,
December 11

Presentaciones finales

Pre-selected sequences:
Secuencias para los talleres:
1.
¡Que viva México! – digging their own graves - 01:14:00 – 01:17:09
2.
Opening sequences in ¡Que viva México! (00:05:11- 00:07:35) and María
Candelaria 00:02:13-00:02:37
3.
Los olvidados – Pedro’s dream – 00:27:50 – 00:31:00
4.
Deus e o Diabo na Terra do Sol – final sequence – 01:57:20 – 01:58-50
5.
Frida, naturaleza viva – opening sequence – 00:04:14 – 00:07:14

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              <text>El espinazo del diablo</text>
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              <text>Guillermo del Toro</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>El Deseo (Spain)&#13;
Tequila Gang (Mexico)</text>
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          <name>Country / País</name>
          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;Esta historia, ambientada durante los últimos días de la Guerra Civil, tiene lugar en el orfanato Santa Lucía, un impresionante edificio de piedra situado en una meseta desolada. Carlos, un niño de 12 años, se enfrenta al escalofriante lugar ya que su tutor no puede hacerse cargo de él. Nada más llegar, el niño notará la presencia de un ser extraño. Poco a poco, Carlos descubre que esa misteriosa presencia corresponde a un niño asesinado brutalmente en el pasado, cuyo fantasma vaga sin rumbo por el orfanato... (&lt;a href="https://www.sensacine.com/peliculas/pelicula-33420/" target="_blank" rel="noreferrer noopener"&gt;Sensa Cine&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;Coming on the heels of &lt;/span&gt;&lt;em&gt;Cronos&lt;/em&gt;&lt;span&gt; and &lt;/span&gt;&lt;em&gt;Mimic&lt;/em&gt;&lt;span&gt;, &lt;/span&gt;&lt;em&gt;The Devil’s Backbone&lt;/em&gt;&lt;span&gt;, Del Toro’s third feature, feels more like his first, thanks to the creative freedom he enjoyed making the film, which he considers among his best. After losing his father in the Spanish Civil War, Carlos (Fernando Tielve) is placed in an orphanage haunted by a ghost. When gold is revealed to be hidden on the grounds, the orphanage doctor (Federico Luppi) and a band of children must defend themselves against Jacinto, the corrupt caretaker (Eduardo Noriega) who will stop at nothing to have it for himself. Naturally, the ghost, looming ominously in the background, intervenes in the proceedings in a memorable way. Del Toro’s auteurist vision comes to the fore here, as we encounter the symbols and character types that are often repeated in his later work. Notably, the Jacinto character can be seen as the inspiration for Stanton Carlisle (Bradley Cooper) in &lt;/span&gt;&lt;em&gt;Nightmare Alley&lt;/em&gt;&lt;span&gt;, and the ghost’s embrace of a character underwater introduces a visual motif that is most notably seen again in The Shape of Water. (&lt;a href="https://www.moma.org/calendar/events/8410" target="_blank" rel="noreferrer noopener"&gt;MOMA Film Series Event&lt;/a&gt;)&lt;/span&gt;</text>
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                <text>El espinazo del diablo</text>
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                <text>&lt;span&gt;Esta historia, ambientada durante los últimos días de la Guerra Civil, tiene lugar en el orfanato Santa Lucía, un impresionante edificio de piedra situado en una meseta desolada. Carlos, un niño de 12 años, se enfrenta al escalofriante lugar ya que su tutor no puede hacerse cargo de él. Nada más llegar, el niño notará la presencia de un ser extraño. Poco a poco, Carlos descubre que esa misteriosa presencia corresponde a un niño asesinado brutalmente en el pasado, cuyo fantasma vaga sin rumbo por el orfanato... (&lt;a href="https://www.sensacine.com/peliculas/pelicula-33420/" target="_blank" rel="noreferrer noopener"&gt;Sensa Cine&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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              <text>La vida es silbar</text>
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              <text>Life is to Whistle</text>
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          <description>The director of the film. El/La director/a de la película.</description>
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              <text>&lt;span&gt;Fernando Pérez&lt;/span&gt;</text>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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              <text>1998</text>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <name>Country / País</name>
          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>Cuba</text>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>&lt;span&gt;Instituto Cubano del Arte e Industrias Cinematográficas - ICAIC (Cuba)&lt;/span&gt;</text>
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          <description>An account of the resource. Description may include but is not limited to: an abstract, synopsis of film, a table of contents, or a free-text account of the resource. Una sinopsis del recurso. La descripción puede incluir: un resumen o sinopsis de la película, un índice, o una narrativa abierta del recurso.</description>
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              <text>&lt;span&gt;Bebé, una joven de 18 años relatará la vida de personas en La Habana: Mariana, una joven bailarina ninfómana; Julita, una mujer madura que oculta un secreto de su pasado y Elpidio, un joven mulato inadaptado que fue abandonado por su madre. (&lt;a href="https://www.premiosgoya.com/pelicula/la-vida-es-silbar/" target="_blank" rel="noreferrer noopener"&gt;Premios Goya&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;span&gt;Three characters in present-day Havana must choose between clinging to their self-restricting beliefs, or getting rid of them to live more freely. Ballerina Mariana has promised God celibacy if she gets the role of "Giselle"; Social-worker Julia always faints after hearing a certain word; and pot-smoking percussionist Elpidio was abandoned by his mother, coincidentally named Cuba, some time ago and has not yet gotten over the loss. (&lt;a href="http://cinelatinoamericano.org/" target="_blank" rel="noreferrer noopener"&gt;Portal del cine y audiovisual latinoamericano y caribeño&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>Add link to related film guide</description>
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                <text>&lt;span&gt;Bebé, una joven de 18 años relatará la vida de personas en La Habana: Mariana, una joven bailarina ninfómana; Julita, una mujer madura que oculta un secreto de su pasado y Elpidio, un joven mulato inadaptado que fue abandonado por su madre. (&lt;a href="https://www.premiosgoya.com/pelicula/la-vida-es-silbar/" target="_blank" rel="noreferrer noopener"&gt;Premios Goya&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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              <text>O que é isso companheiro</text>
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              <text>Bruno Barreto</text>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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              <text>1997</text>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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Columbia Pictures do Brasil (Brazil)&#13;
Filmes do Equador</text>
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              <text>&lt;span&gt;O jornalista Fernando (Pedro Cardoso) e seu amigo César (Selton Mello) abraçam a luta armada contra a ditadura militar no final da década de 60. Os dois alistam num grupo guerrilheiro de esquerda. Em uma das ações do grupo militante, César é ferido e capturado pelos militares. Fernando então planeja o sequestro do embaixador dos Estados Unidos no Brasil, Charles Burke Elbrick (Alan Arkin), para negociar a liberdade de César e de outros companheiros presos. (&lt;a href="http://www.adorocinema.com/" target="_blank" rel="noreferrer noopener"&gt;Adoro Cinema Brasil&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;El periodista Fernando (Pedro Cardoso) y su amigo César (Selton Melio) apoyan la lucha armada contra la dictadura militar al final de la década de los 60. Los dos se unen a un grupo guerrillero de izquierda. En una de las acciones del grupo militante, César es herido y capturado por los militares. Entonces Fernando planea el secuestro del embajador de los Estados Unidos en Brasil, Charles Burke Elbrick (Alan Arkin), para negociar la libertad de César y los otros compañeros presos. (Traducido por Éowyn Bailey)&lt;/em&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;Journalist Fernando (Pedro Cardoso) and his friend César (Selton Melio) embrace the armed resistance against the military dictatorship at the end of the 1960s. They both join a leftist guerrilla group. During one of the militant group's attacks, César is hurt and captured by the military. Fernando then plans the kidnapping of Charles Burke Elbrick (Alan Arkin), the United States ambassador to Brazil, in order to negociate the release of César and the other imprisoned comrades. (Translated by Éowyn Bailey)&lt;/em&gt;</text>
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                <text>&lt;span&gt;O jornalista Fernando (Pedro Cardoso) e seu amigo César (Selton Mello) abraçam a luta armada contra a ditadura militar no final da década de 60. Os dois alistam num grupo guerrilheiro de esquerda. Em uma das ações do grupo militante, César é ferido e capturado pelos militares. Fernando então planeja o sequestro do embaixador dos Estados Unidos no Brasil, Charles Burke Elbrick (Alan Arkin), para negociar a liberdade de César e de outros companheiros presos. (&lt;a href="http://www.adorocinema.com/" target="_blank" rel="noreferrer noopener"&gt;Adoro Cinema Brasil&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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San Mateo Films</text>
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              <text>&lt;span&gt;Starring Édgar Ramírez, &lt;em&gt;The Liberator&lt;/em&gt; narrates the story of Simón Bolívar, who fought over 100 battles against the Spanish Empire in South America. He rode over 70,000 miles on horseback. His military campaigns covered twice the territory of Alexander the Great.  His army never conquered -  it liberated. (&lt;a href="https://pragda.com/films/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;Protagonizado por Édgar Ramírez, &lt;/em&gt;El Libertador&lt;em&gt; narra la historia de Simón Bolívar, quien emprendió más de 100 batallas contra el imperio español en Suramérica. Montó a caballo por más de 70.000 millas. Sus campañas militares cubrieron doble el territorio de Alejandro Magno. Su ejercicio nunca conquistó sino que liberó. (Traducido por Éowyn Bailey)&lt;/em&gt;</text>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;Starring Édgar Ramírez, &lt;em&gt;The Liberator&lt;/em&gt; narrates the story of Simón Bolívar, who fought over 100 battles against the Spanish Empire in South America. He rode over 70,000 miles on horseback. His military campaigns covered twice the territory of Alexander the Great.  His army never conquered -  it liberated. (&lt;a href="https://pragda.com/films/" target="_blank" rel="noreferrer noopener"&gt;Pragda&lt;/a&gt;)&lt;/span&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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Nia Filmes</text>
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              <text>&lt;span&gt;Anos 70. Aos 6 anos Roberto Carlos Ramos (Marco Ribeiro) foi escolhido por sua mãe (Jú Colombo) para ser interno em uma instituição oficial que, segundo apregoava a propaganda, visava a formação de crianças em médicos, advogados e engenheiros. Entretanto a realidade era bem diferente, o que fez com que Roberto aprendesse as regras de sobrevivência no local. Pouco depois de completar 7 anos ele é transferido, passando a conviver com crianças até 14 anos. Aos 13 anos, ainda analfabeto, Roberto tem contato com as drogas e já acumula mais de 100 tentativas de fuga. Considerado irrecuperável por muitos, Roberto recebe a visita da psicóloga francesa Margherit Duvas (Maria de Medeiros). Tratando-o com respeito, ela inicia o processo de recuperação e aprendizagem de Roberto. (&lt;a href="http://www.adorocinema.com/" target="_blank" rel="noreferrer noopener"&gt;Adoro Cinema Brasil&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;Los años 70. A los seis años, Roberto Carlos Ramos (Marco Ribeiro) es enviado por su madre (Jú Colombo) a una institución del estado que, según la propaganda, aspira a convertir los niños en médicos, abogados e ingenieros. Sin embargo, la realidad es muy diferente en este lugar, y Roberto tiene que aprender a sobrevivir allí. Poco después de cumplir siete años es transferido y empieza a convivir con niños que tienen hasta 14 años. Ya a los 13 años, todavía analfabeto, Roberto ha sido expuesto a las drogas y ha tratado de escapar más de 100 veces. Considerado un caso perdido por muchos, Roberto recibe una visita de la psicóloga francesa Margherit Duvas (Maria de Medeiros). Tratando a Roberto con respeto, ella inicia su proceso de recuperación y aprendizaje. (Traducido por Éowyn Bailey)&lt;/em&gt;</text>
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              <text>&lt;br /&gt;&lt;em&gt;The 70s. Six-year old Roberto Carlos Ramos (Marc Ribeiro) is sent by his mother (Jú Colombo) to an official institution which, according to its propaganda, aspires to convert children into doctors, lawyers and engineers. However, the reality is very different, and Roberto is forced to learn how to survive. Shortly after turning seven, he is transferred to live with other children up to 14 years old. At 13, still illiterate, Roberto has already been exposed to drugs and has tried to escape more than 100 times. Considered a lost cause by many, Roberto receives a visit from French psychologist Margherit Duvas (Maria de Medeiros). Treating Roberto with respect, she begins his recovery and education process. (Translated by Éowyn Bailey)&lt;/em&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;&lt;em&gt;Rio 2096: A Story of Love and Fury&lt;/em&gt; is an animated film about Abeguar, an immortal Tupinambá hero, who has been in love with Janaína for 600 hundred years. While narrating their love story, he recounts Brazil’s history of colonization, slavery and the Brazilian military regime, before describing the future, in 2096, when a war for water occurs. (Film synopsis by Éowyn Bailey)&lt;/span&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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              <text>&lt;p&gt;&lt;span&gt;What does "Está Rico"&lt;/span&gt;&lt;span&gt; by Marc Anthony, Will Smith &amp;amp; Bad Bunny have in common with "Made For Now" by Janet Jackson x Daddy Yankee? They both high-jacked AfroBeats and did not give the genre's origin props. &lt;em&gt;Bakosó&lt;/em&gt; is a film that does the opposite, following DJ Jigüe to his hometown of Santiago de Cuba to find inspiration from the new sounds. He finds Afrobeats has helped create a new genre called Bakosó, which itself is beautiful proof that the exchange between Cuba and Africa did not end with the Transatlantic slave trade. Through stunning visuals and a score created by the founders of the genre, the film shows the technology, culture and landscape that shape this African-Caribbean fusion. (&lt;a href="https://worldchannel.org/episode/bakoso-afrobeats-cuba-gfeqri/" target="_blank" rel="noreferrer noopener"&gt;WORLD Channel&lt;/a&gt;)&lt;/span&gt;&lt;/p&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;¿Qué tienen en común la canción "Está Rico" de Marc Anthony, Will Smith y Bad Bunny, y "Made For Now" de Janet Jackson y Daddy Yankee? Ambas se apropiaron de Afrobeats sin dar crédito al origen del género. &lt;/em&gt;Bakosó&lt;em&gt; es una película que hace lo contrario, siguiendo a DJ Jigüe a su ciudad natal de Santiago de Cuba para inspirarse en los sonidos nuevos. Encuentra que estos ritmos han ayudado a crear un género nuevo conocido como Bakosó, una hermosa prueba que el intercambio cultural entre Cuba y África no terminó con el comercio transatlántico de esclavos. A través de elementos visuales deslumbrantes y una banda sonora creada por los fundadores del Bakosó, esta película muestra la tecnología, la cultura y el paisaje que moldearon esta fusión musical afrocaribeña. (Traducido por Éowyn Bailey)&lt;/em&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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&lt;p&gt;&lt;a href="https://vimeo.com/298483643"&gt;Silvestre Pantaleón English subtitles.&lt;/a&gt; from &lt;a href="https://vimeo.com/ojodeaguacomunicacion"&gt;Ojo de Agua Comunicación&lt;/a&gt; on &lt;a href="https://vimeo.com"&gt;Vimeo&lt;/a&gt;.&lt;br /&gt;&lt;br /&gt;También disponible con subtítulos en español: &lt;a href="https://vimeo.com/104928410" target="_blank" rel="noreferrer noopener"&gt;https://vimeo.com/104928410&lt;/a&gt;&lt;/p&gt;</text>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>An account of the resource. Description may include but is not limited to: an abstract, synopsis of film, a table of contents, or a free-text account of the resource. Una sinopsis del recurso. La descripción puede incluir: un resumen o sinopsis de la película, un índice, o una narrativa abierta del recurso.</description>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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Oxalá Produções (Brazil) </text>
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              <text>&lt;span&gt;Empoderadas é uma websérie que apresenta entrevistas com mulheres negras das mais diversas áreas, profissionais bem sucedidas que falam sobre suas trajetórias, sobre o mercado de trabalho e o racismo e o machismo que o envolvem. Cada capítulo nos apresenta uma personagem real e uma história única. Foram entrevistadas atrizes, artesãs, cantoras, professoras, dentre várias outras profissionais que conversam com a câmera e falam sobre negritude, gênero, suas vidas e suas lutas. (&lt;a class="in-cell-link" href="https://arteaberta.com/serie-para-empoderar/" target="_blank" rel="noreferrer noopener"&gt;Arte Aberta&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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                <text>&lt;span&gt;Empoderadas é uma websérie que apresenta entrevistas com mulheres negras das mais diversas áreas, profissionais bem sucedidas que falam sobre suas trajetórias, sobre o mercado de trabalho e o racismo e o machismo que o envolvem. Cada capítulo nos apresenta uma personagem real e uma história única. Foram entrevistadas atrizes, artesãs, cantoras, professoras, dentre várias outras profissionais que conversam com a câmera e falam sobre negritude, gênero, suas vidas e suas lutas. (&lt;a class="in-cell-link" href="https://arteaberta.com/serie-para-empoderar/" target="_blank" rel="noreferrer noopener"&gt;Arte Aberta&lt;/a&gt;)&lt;br /&gt;&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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              <text>&lt;span&gt;El cortometraje &lt;em&gt;Afrolatinos&lt;/em&gt; es un reportaje que cuenta la historia de los africanos y sus descendientes en América Latina, recalcando la importancia de su influencia en la cultura e historia de varias regiones. Inspirado por la vida del director afropanameño Edwin Pitti, el documental explora lo que significa ser afrodescendiente, apoyándose en la investigación y entrevistas. Pitti muestra cómo los afrodescendientes enfrentan la desigualdad social, luchando contra el racismo y abogando por la representación y mejor acceso a los sistemas de educación, salud, y política. (Resumen de Éowyn Bailey)&lt;/span&gt;</text>
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              <text>&lt;em&gt;&lt;br /&gt;The short film &lt;/em&gt;Afrolatinos&lt;em&gt; recounts the history of African people and their descendants in Latin America, highlighting the importance of their influence on the culture and history of various regions. Inspired by Afro-Panamanian director Edwin Pitti’s life, the film explores what it means to be Afrolatino, using research and interviews. Pitti shows how Afro-descendants confront social inequality, fighting against racism and advocating for representation and better access to education, health and political systems. (Film synopsis by Éowyn Bailey).&lt;/em&gt;</text>
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          <description>A broad category or mode of cinematographic production.</description>
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          <description>A category of artistic composition, characterized by similarities in form, style, or subject matter. Una categoría de composición artística, caracterizada por semejanzas de forma, estilo, o tema.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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            <description>An account of the resource</description>
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                <text>&lt;span&gt;El cortometraje &lt;em&gt;Afrolatinos&lt;/em&gt; es un reportaje que cuenta la historia de los africanos y sus descendientes en América Latina, recalcando la importancia de su influencia en la cultura e historia de varias regiones. Inspirado por la vida del director afropanameño Edwin Pitti, el documental explora lo que significa ser afrodescendiente, apoyándose en la investigación y entrevistas. Pitti muestra cómo los afrodescendientes enfrentan la desigualdad social, luchando contra el racismo y abogando por la representación y mejor acceso a los sistemas de educación, salud, y política. (Resumen de Éowyn Bailey)&lt;/span&gt;</text>
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          <description>A name given to the resources. El nombre original del recurso.</description>
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          <description>The director of the film. El/La director/a de la película.</description>
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          <description>The date of the film’s release (year only). La fecha de estreno (año solamente).</description>
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          <description>The language(s) that are spoken in the film or the language of the text. El idioma(s) de la película o del texto.</description>
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          <description>The spatial characteristics of the intellectual content of the resource, not necessarily the place of publication. Refers to the location(s) (the country) where the film takes place. El país donde la película toms lugar.</description>
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          <description>The entity or entities that appear as producers for the film. La entidad o entidades que aparecen como productores de la película.</description>
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          <description>An account of the resource. Description may include but is not limited to: an abstract, synopsis of film, a table of contents, or a free-text account of the resource. Una sinopsis del recurso. La descripción puede incluir: un resumen o sinopsis de la película, un índice, o una narrativa abierta del recurso.</description>
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          <description>The topic of the resource. Typically, the subject will be represented using keywords, key phrases. El tema del recurso. Típicamente el tema se representará con palabras o frases claves.</description>
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          <description>The broad cinematic period to which a film belongs. El periodo cinematográfico general de la película.</description>
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