The purpose of this study which is centered on PDFF is to bring out the meaning distinctly and suggest a direction of the practice of culture and arts education for people with disabilities in Lifelong Education Dimension. We took a stereoscopic view ... The purpose of this study which is centered on PDFF is to bring out the meaning distinctly and suggest a direction of the practice of culture and arts education for people with disabilities in Lifelong Education Dimension. We took a stereoscopic view reflecting the participants, mass media, and historical viewpoints. The results were as follows as. First, from the viewpoint of parties to participation, the practical implications of the culture and arts education of PDFF are found through the in-depth interviews. The participants are eight persons; 2 actors, supervisors, 2 film festival participants, 2 spectators, and 2 volunteer activists. Fifteen categorizations of meaningful statements of the content are classified. These 15 categorized statements are prescribed with a sub-theme which is including three areas that represent its meaning in the re-statement process. Again, the three sub-topics are integrated as the main themes:‘to enjoy the culture and arts education', 'to be skillful of the culture and arts education', and 'to lay the platform for social movement opportunities'. The three main categories include the meaning of ‘enjoying culture and arts education(watching film)’, ‘being skilled in arts and culture education (making film)’ and ‘film is the story of me and us (social movement)'. Among these three, enjoying culture and arts education (watching film) is to ‘overcome the fear of a gaze and process to me’, ‘means to fill the lack of experiences’, ‘accessibility’, ‘convenience’, ‘Come to see a lot'. In a skilled culture and arts education(making film), ‘the film that meets with media education’, ‘the film 's life’, ‘the survival of the film’, ‘the opportunity of screening, ‘pre-production support has been interpreted to mean the opportunity to make movies' are contained meaningfully. Finally, in the film, I and my story (social movements) imply the meaning of ‘a false and soft story depicted in reality’, ‘improvement of perception of disabled people’, ‘social unity movement’, and ‘future story of the movie’. Second, from the viewpoint of media, the discourse of media related to PDFF contains the meaning of three themes: ‘PDFF has expanded opportunities of enjoyment as an arts and culture education’, ‘PDFF has expanded opportunities for skills of an arts and culture education ’, and ‘PDFF has taken the roles as a social movement’. In these themes, the PDFF has contributed ‘providing of opportunity for viewing’, ‘expansion of watching opportunity through convenience providing’, ‘promotion for expansion of watching Film', promotion through slogan, promotion through ambassador , promotion through screenings and supervision, promotion through the film festival guidance, and publicity through trailers. In order for people with disabilities to be skilled in culture and arts education, For skill of culture and arts education of people with disabilities, it is necessary for them to be able to learn about the he process of self-realization’. Finally, PDFF has been carrying out ‘barrier-free campaigns’, ‘disability awareness campaigns’ and ‘social integration campaigns’ as social movements. Third, from the historical viewpoint, the role of PDFF has been shown 578 films for 17 years as an enjoyment of culture and arts education. The total number of viewers by year was 38,150, the number of people with disabilities was 29,170. The films had been shown for 76 days. The film festival were held in 24 places, and all places were Seoul except the 8th film festival. As a skillfulness of culture and arts education, the total number of films was 192, excluding 22 pieces, which were not found. The screening works showed variation of running time with 8 pieces of feature, half piece, 59 pieces, and 125 pieces. The genres of the film consisted of 41 dramas, 144 documentaries, 2 animations, 1 movie with drama / animation, and 2 music videos. In conclusion, From these three perspectives, PDFF has broadened opportunities for enjoying of culture and arts education through film viewing for the people with disabilities from all perspectives, and has provided opportunities for arts and culture education through film making. From the viewpoints of the participating parties and media, PDFF and participating parties are implementing the Barrier Free Movement, Disability Recognition Movement, and Social Integration Movement as social movements through practice of culture and arts education. In addition, the results of this study suggest that the following support should be preceded for the implementation of culture and arts education for disabled people in lifelong education dimension. First, the culture and arts education should be rearranged and professional culture and arts education should be progressed by experts in various areas. Second, a sufficient budget should be secured for the development of culture and arts education for people with disabilities. Third, in order to improve the quality of life of people with disabilities, culture and arts education should be revitalized in lifelong education field. Fourth, for the enjoyment and skillfulness of culture and arts education of people with disabilities, other artistic genres also should make various festivals like PDFF in film festivals. Human beings are people who want to challenge their limits through learning and creating values for life. Challenging limits is evidence that they are not reluctant to reality and are aiming for higher values and quality of life. If disabled people are perceived as being learning, and if they are not alienated from lifelong learning because of their disability type, degree, and other reasons, they will be able to challenge the limits of reality placed on them for the improvement of quality life.
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