Media literacy Education for Secondary Schools: why and how to do

Detalhes bibliográficos
Autor(a) principal: de Siqueira, Alexandra Bujokas
Data de Publicação: 2012
Outros Autores: Cerigatto, Mariana Pícaro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educar em Revista
Texto Completo: https://revistas.ufpr.br/educar/article/view/16905
Resumo: Although the  media learning is not a properly new subject, it has now getting relevance within Brazilian educational system. Internationally speaking, the promotion of media literacy is so old practice as  the media production itself. However, the fast increasing of the new media has changed Educational paradigms and teaching materials, requesting new concepts and policies for the curriculum. According to this context, this paper presents a work proposal considering the British media literacy education approach (Hall, Whannel, Buckingham, Kress) and the so called digital culture. Departing from cinema trailers available on Youtube, we produced educational activities for the Secondary Schools, inside the area called “Codes, Languages and their Technologies”, testing educational activities 20 pupils of a public school of Bauru city, São Paulo State. The methodology consists of selecting four trailers of popular movies from three different genres and creating activities to explore the language and the narratives arranged to fufill the public expectations. Results suggest that the focus on systematic analysis of the language is a particularly productive way to reflect about questions of representation, identity, quality and taste. The experience also brought about structural difficulties within schools culture to achieve such activities.
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spelling Media literacy Education for Secondary Schools: why and how to doMídia-educação no Ensino Médio: por que e como fazerEducação; Tópicos Específicos de EducaçãoMídia-educação; Media literacy; Cinema; Linguagem; Ensino Médio7.00.00.00-0 Although the  media learning is not a properly new subject, it has now getting relevance within Brazilian educational system. Internationally speaking, the promotion of media literacy is so old practice as  the media production itself. However, the fast increasing of the new media has changed Educational paradigms and teaching materials, requesting new concepts and policies for the curriculum. According to this context, this paper presents a work proposal considering the British media literacy education approach (Hall, Whannel, Buckingham, Kress) and the so called digital culture. Departing from cinema trailers available on Youtube, we produced educational activities for the Secondary Schools, inside the area called “Codes, Languages and their Technologies”, testing educational activities 20 pupils of a public school of Bauru city, São Paulo State. The methodology consists of selecting four trailers of popular movies from three different genres and creating activities to explore the language and the narratives arranged to fufill the public expectations. Results suggest that the focus on systematic analysis of the language is a particularly productive way to reflect about questions of representation, identity, quality and taste. The experience also brought about structural difficulties within schools culture to achieve such activities. Embora não seja assunto novo, a aprendizagem sobre mídia é tema que vem       ganhando espaço na educação brasileira. Internacionalmente, a promoção da media literacy é prática talvez tão antiga quanto os próprios meios de comunicação. Com a ascensão das chamadas novas mídias, paradigmas educacionais e materiais pedagógicos têm mudado rapidamente, requerendo uma revisão de conceitos e um novo posicionamento dos estudos de mídia no currículo escolar. Neste contexto, o presente artigo apresenta uma proposta de trabalho sintonizada com os paradigmas da mídia-educação inglesa (Hall, Whannel, Buckingham, Kress) e da nova esfera da cultura      digital. Partindo de trailers de cinema disponíveis no Youtube, criamos atividades de leitura e escrita em mídia para o Ensino Médio, dentro da área de Códigos, Linguagens e suas Tecnologias, testando tais atividades com 20 estudantes de uma escola da rede pública de ensino de Bauru, Estado de São Paulo. A metodologia consiste em selecionar trailers de filmes populares de gêneros diferentes e criar atividades para desmontar o texto audiovisual, explorar as características da linguagem, pensar nas relações do texto com a audiência e avaliar a aprendizagem possível. Os resultados sugerem que o foco na análise sistemática da linguagem é um caminho produtivo para refletir sobre questões de representação, identidade, qualidade e gosto. A experiência também mostrou as dificuldades estruturais que a cultura escolar estabelecida tem para   pôr   em   prática       atividades deste tipo.  UFPRFapespde Siqueira, Alexandra BujokasCerigatto, Mariana Pícaro2012-04-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/16905Educar em Revista; v. 28, n. 44 (2012); p. 235-254Educar em Revista; v. 28, n. 44 (2012); p. 235-254Educar em Revista; v. 28, n. 44 (2012); p. 235-2541984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/16905/18518https://revistas.ufpr.br/educar/article/view/16905/30845info:eu-repo/semantics/openAccess2017-06-28T23:46:42Zoai:revistas.ufpr.br:article/16905Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-28T23:46:42Educar em Revista - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv Media literacy Education for Secondary Schools: why and how to do
Mídia-educação no Ensino Médio: por que e como fazer
title Media literacy Education for Secondary Schools: why and how to do
spellingShingle Media literacy Education for Secondary Schools: why and how to do
de Siqueira, Alexandra Bujokas
Educação; Tópicos Específicos de Educação
Mídia-educação; Media literacy; Cinema; Linguagem; Ensino Médio
7.00.00.00-0
title_short Media literacy Education for Secondary Schools: why and how to do
title_full Media literacy Education for Secondary Schools: why and how to do
title_fullStr Media literacy Education for Secondary Schools: why and how to do
title_full_unstemmed Media literacy Education for Secondary Schools: why and how to do
title_sort Media literacy Education for Secondary Schools: why and how to do
author de Siqueira, Alexandra Bujokas
author_facet de Siqueira, Alexandra Bujokas
Cerigatto, Mariana Pícaro
author_role author
author2 Cerigatto, Mariana Pícaro
author2_role author
dc.contributor.none.fl_str_mv Fapesp
dc.contributor.author.fl_str_mv de Siqueira, Alexandra Bujokas
Cerigatto, Mariana Pícaro
dc.subject.por.fl_str_mv Educação; Tópicos Específicos de Educação
Mídia-educação; Media literacy; Cinema; Linguagem; Ensino Médio
7.00.00.00-0
topic Educação; Tópicos Específicos de Educação
Mídia-educação; Media literacy; Cinema; Linguagem; Ensino Médio
7.00.00.00-0
description Although the  media learning is not a properly new subject, it has now getting relevance within Brazilian educational system. Internationally speaking, the promotion of media literacy is so old practice as  the media production itself. However, the fast increasing of the new media has changed Educational paradigms and teaching materials, requesting new concepts and policies for the curriculum. According to this context, this paper presents a work proposal considering the British media literacy education approach (Hall, Whannel, Buckingham, Kress) and the so called digital culture. Departing from cinema trailers available on Youtube, we produced educational activities for the Secondary Schools, inside the area called “Codes, Languages and their Technologies”, testing educational activities 20 pupils of a public school of Bauru city, São Paulo State. The methodology consists of selecting four trailers of popular movies from three different genres and creating activities to explore the language and the narratives arranged to fufill the public expectations. Results suggest that the focus on systematic analysis of the language is a particularly productive way to reflect about questions of representation, identity, quality and taste. The experience also brought about structural difficulties within schools culture to achieve such activities.
publishDate 2012
dc.date.none.fl_str_mv 2012-04-19
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https://revistas.ufpr.br/educar/article/view/16905/30845
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dc.source.none.fl_str_mv Educar em Revista; v. 28, n. 44 (2012); p. 235-254
Educar em Revista; v. 28, n. 44 (2012); p. 235-254
Educar em Revista; v. 28, n. 44 (2012); p. 235-254
1984-0411
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