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After recalling the forms of institutionalization of the teaching of cinema as an art in the National Education in the 1980s, and showing how the study of cinema at University was attached to art studies, this paper analyzes the pedagogical model of the “cinema and audio-visual” teachings in high schools, a model based on the analysis of works under the categories of an education of the sensitive, of expression and of creativity, and which seeks to lead the pupil to his or her aesthetic realization. The paper shows the limits of this approach and perhaps the illusions that are attached to it, and proposes another didactic paradigm, that of a medio-pragmatic. The latter would turn to modes of circulation, transformation and mixing of images in spaces (TV, video games, Internet, etc.) that correspond to the actual practice of pupils, to their reception, their sensitivity, in order to introduce them to the critical analysis of these new languages’ functioning, challenges and implications.