The development of information and communication technologies has actualized the task of galvanizing the synergy of educational and media-cultural systems in the process of reproducing the human capital. Media education creates the communicative competence of student youth as an element of the accumulated human capital and an important parcel for its development. In light of these realities an sociocommunicative aspect is applied to the problematics of pedagogical practice within the syllabus of «One-hundred most valuable films for school students» recommended by the Russian Ministry of Culture. The end result of fulfilling the syllabus depends on the teachers’ skills in using film art as a pedagogical tool and on academically training some communicatively qualified intermediaries between cinema and school students. The teacher’s intermediary role implies, among other things, the ability of overcoming a certain dissonance in the interrelation between the functional potential of the films, forming the collection of the most valuable works (primarily of Soviet origin), and the post-Soviet students’ functional orientations toward cinema. A complete commitment to the entertainment value was not characteristic for either Soviet films or the school-age audience. In the post-Soviet period the entertainment component of both the cinema repertoire and the demands of the student youth came to the fore. Hence, the effectiveness of film education depends on the pedagogue’s finding the points of reciprocal functional attraction between the collection of the «best» films and student youth. Successful implementation of this task is the key to uniting the pedagogically expedient with the perceptively pleasurable. In this regard, for educators' consideration there are offered some pertinent sociological materials.