This article establishes relations between cinema and education, considering the dimension of the first as a valuable contribution to current pedagogies. From the multiple branches of the arts, the field of cinema and its diversity of genre, offers enriching elements to feed pedagogical and research practices. This is the case of direct cinema, which from its documentary and social approach, contributes to an artistic and pedagogical reflection, both from the topics it deals with and from the technical modes that present these contents. Indeed, direct cinema emerges at the heart of the social transformations of the 60s and 70s and converges with the different changes of the same era: narrative turn in research and the shift of traditional education towards alternative pedagogies. We will see in this writing, through the genre of direct cinema, the contributions of cinema in the field of education, research and socially. For this, from the analysis of extracts from the film National Gallery by Frederick Wiseman, we will establish interconnections with artistic education and teacher training, taking into account the contents and ways of filming to present them. In this sense, cinema gives us a particular way of looking at and analyzing pedagogical transformations and emerging knowledge in our time. Keywords: teacher training, research-creation, interdisciplinary interactions