This research aims to analyze teachers' knowledge and the use of film as a didactic resource in Geography classes in Elementary School II. To do so, specifically: i) record teaching knowledge in elementary school II; ii) describe the use of films as didactic resources in education; iii) analyze the use of films in Geography teaching; and iv) develop a methodological proposal in elementary school II with the use of films to work on Geography themes. The methodological path of the research is based on the epistemological investigation of teaching knowledge and the use of films, through the contribution of authors who debate the theme, namely: Imbernón (2006), Pimenta (1999), Macedo (2020), Tardif (2011), as well as Barbosa (2010), Messias (2019), Montovani, Costa (2017), among others who deal with the film resource. Furthermore, the research is characterized as qualitative, investigative, exploratory and descriptive, with the application of a case study in a 7th grade class of regular education. The instruments used for data collection are a field diary and a semi-structured interview, with a methodological proposal of presenting films that deal with Geography themes, intending to make classes more dynamic, enjoyable and related to the students' reality. The research will be carried out in phases, namely: reading of the theoretical framework, observation, application of the interview and data analysis – seeking to investigate which teaching knowledge is constructed and applied in the classroom, using films to work on Geography themes. As a result, it is understood that teaching knowledge is homogeneous and diversified, so that the teacher has the possibility of innovating in the classroom, making classes more meaningful for students. In short, the use of films can provide dynamic classes and contribute to the formation of critical, reflective, active individuals, with skills and abilities and ready for contemporary society, understanding the transformations in space as a transforming and transforming subject.