educação para a leitura crítica da mídia, democracia radical e a reconstrução da educação critical media education, radical democracy and the reconstruction of education
Clicks: 248
ID: 251145
2008
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Abstract
Neste artigo, exploram-se as bases teóricas da educação para a leitura crítica da mídia e analisam-se diferentes abordagens a serem empregadas em seu ensino. Ao combinar estudos culturais com pedagogia crítica, defendemos uma discussão em defesa da alfabetização crítica da mídia, que vise a ampliar a noção de alfabetização, incluindo uma ampla variedade de formas de cultura midiática, informações e tecnologias da comunicação e novos meios de comunicação, além de aprofundar o potencial da alfabetização para analisar criticamente relações entre os meios de comunicação e as audiências, a informação e o poder. Utiliza-se uma abordagem multiperspectivista, tratando de questões de gênero, raça, classe e poder, para explorar as inter-relações entre a alfabetização midiática, os estudos culturais e a pedagogia crítica. Nossa versão de alfabetização digital integra análise e produção e visa a dar poderes aos alunos para que tenham plena participação em sua sociedade. Assim, essa visão promove a democracia radical e a justiça social.
This article explores the theoretical underpinnings of critical media education and analyzes contrasting approaches to teaching it. Combining cultural studies with critical pedagogy, we argue for a critical media literacy that aims to expand the notion of literacy to include a wide range of forms of media culture, information and communication technologies and new media, as well as deepen the potential of literacy education to critically analyze relationships between media and audiences, information and power. A multiperspectivist approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy, cultural studies and critical pedagogy. Our version of critical media literacy integrates analysis with production and aims at empowering students to participate fully in their society and thus promotes radical democracy and social justice.
This article explores the theoretical underpinnings of critical media education and analyzes contrasting approaches to teaching it. Combining cultural studies with critical pedagogy, we argue for a critical media literacy that aims to expand the notion of literacy to include a wide range of forms of media culture, information and communication technologies and new media, as well as deepen the potential of literacy education to critically analyze relationships between media and audiences, information and power. A multiperspectivist approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy, cultural studies and critical pedagogy. Our version of critical media literacy integrates analysis with production and aims at empowering students to participate fully in their society and thus promotes radical democracy and social justice.
| Reference Key |
kellner2008educaoeducao
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|---|---|
| Authors | ;Douglas Kellner;Jeff Share |
| Journal | current computer-aided drug design |
| Year | 2008 |
| DOI |
10.1590/S0101-73302008000300004
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| URL | |
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