Media literacy Education for Secondary Schools: why and how to do
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
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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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 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/16905 |
url |
https://revistas.ufpr.br/educar/article/view/16905 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/16905/18518 https://revistas.ufpr.br/educar/article/view/16905/30845 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFPR |
publisher.none.fl_str_mv |
UFPR |
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 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
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1799711899258978304 |