This work articulates empirical and theoretical elements in the understanding of relational and intergenerational experiences of knowledge construction having as reference the tradition of studies that analyze the links between cinema and education. It was important to understand how a historical tradition of learning by and for cinema was configured in Cataguases / MG. The Cinema Cycle in Cataguases (1920s) had a significant impact on the constitution of the original bases of Brazilian cinema not only because it instituted a certain way of making cinema, but also because it created ways to bring together people from different origins, interests and perspectives around creation and dissemination of cinematographic works. Thus, it was possible to identify and analyze possible connections between experiences, memories and ways of transmitting knowledge generated by these people and the contemporary creation (2010) of an audiovisual production pole in the same city. The study sought to understand the structure of this Pole which took up the story of filmmaker Humberto Mauro to consolidate itself as a cultural experience; how the people who were / are in front of it seek the past to refer to a powerful cinema present; what were the conditions of possibility that caused the cinema to reappear in Cataguases almost 100 years later; and why there are concerns at the Pole in an attempt to build relationships with the school. For this, connections between past and present were identified through interviews, Pole documents, journalistic articles and academic and literary publications that address the life and work of Humberto Mauro. The material produced was analyzed in the light of the works and theoretical perspectives by Norbert Elias and Pierre Bourdieu. Such fundamentals are related to the sociology of social processes of long duration which takes human coexistence as the primary source of learning. The contemporary cataguasenses are heirs of the knowledge built in a process whose internal convergence is given by the cinema and continues configuring new knowledge and new ways of producing it. The memory of this process is present on the city floor, in monuments, in squares, in the streets, in institutes, in foundations and mainly in social practices.