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Revista Diálogo Educacional

Print version ISSN 1518-3483On-line version ISSN 1981-416X

Abstract

BRUM, Alissom  and  SCHMIDT, Saraí Patrícia. Media-Visual Literacy: dialogues and possibilities in teacher education. Rev. Diálogo Educ. [online]. 2024, vol.24, n.81, pp.717-733.  Epub Oct 21, 2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.081.ds18.

It is urgent to offer critical pedagogical mediations in the school territory. Among them, one that arises from the exercise of teaching, guided by Human Rights, sees as its responsibility the study and problematization of the lessons that children and young people routinely negotiate with media culture. The objective of this article was to analyze the perceptions of teachers in the public education system regarding Media-Visual Literacy in their classroom contexts, as well as the inherent opportunities and difficulties. The data result from a diagnostic research on the subject, conducted in 2021 with 110 teachers, through an electronic questionnaire using the Survey model. The categorization and interpretation of the information were done through Bardin's (2016) content analysis. We analyzed two thematic categories, chosen because they refer, respectively, to the ideal pointed out by teachers and the literature in the field, and to the difficulties that hinder the implementation of Media-Visual Literacy practices in the classroom, according to the participants' perspective. The results show that the study participants recognize that Media-Visual Literacy is a responsibility of the school. On the other hand, the participants' statements demonstrate the need to rethink how this reverberates in everyday school life, as well as highlighting the lack of deeper knowledge to act in this pedagogical sphere.

Keywords : Education; Teacher Training; Media-Visual Literacy..

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