This text proposes to work with cinema and history s study. We focus on the pedagogical possibilities of the cinema to improve the study of History. Our propose has as its target the public of our schools: the classes of the three years of the medium teaching. We intend to demonstrate the pedagogical possibilities of commercial films produced for the youth. Those films are made, consumed and appreciated by a large public. We bet those productions can be worked with classical topics of history discipline. That could be a positive proposition in order to minimize a pedagogical gap between a school and a non-school world; between a formal educational space and an amusement space. We do not want to select and use films that approaches historical themes or historical periods as an illustration, complement or to show some ambiance of an era. This has been done (and well done) for some time. Nonetheless, we propose provocatives interpretations for films of youth appeal. In this sense, the film Warm bodies (USA, Jonathan Levine, 2013) is taken as reference/example. Through an analytical approach that takes into account text, context and the specificities of cinematographic language, we establish three links for the pedagogical use of the film. The first one is related to the explicit connection with the Shakespearean work (Romeo and Juliet). The second one, deal with the theme of a humanizing saga, and finally on metaphorical possibilities that could indicate the problematization of contemporary issues (social marginalization, multiculturalism, immigration etc.). Finally, with the elaboration of a pedagogical guide for the work with commercial films of youth appeal, we indicate the viability (and basic procedures) of similar employment for other works with similar educational potential.