The aim of this work is to look at the relationships between cinema, history, and education in a different way. In it, the social problem of drug trafficking is explored and analyzed from the audiovisual image and its implications in historical, educational, and filmic discourses. In addition, the cinematographic narrative is characterized as an event in the teaching practices of history, which encourages the analysis of issues and assumptions about how social conflicts have been approached and understood in the school system. Thus, the author argues that this type of discourses were constituted and legitimized as a territory of knowledge-power that is positioned as part of the enunciability and visibility of knowledge, within the teaching practices of the history of the present time in the school settings.