<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100302</article-id>
<article-id pub-id-type="doi">10.14244/198271993830</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cultura da leitura e escrita em práticas mídia-educativas nas escolas municipais do Rio de Janeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading and writing culture during media-educational practices in Rio de Janeiro's municipal schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Patrícia Teixeira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Mirna Juliana Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Carla Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense (UFF) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Niteroi RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Juiz de Fora (UFJF)  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em 2015, a Gerência de Mídia e Educação/SME-RJ, o Instituto Desiderata e o Grupo de Pesquisa em Educação e Mídia da PUC-Rio realizaram uma pesquisa quantitativa sobre práticas mídia-educativas, que contou com participação de 911 escolas da rede municipal e apontou a baixa recorrência de produção de mídias digitais e audiovisuais nas escolas. Alguns números dos questionários respondidos chamam a atenção: 90,6% das escolas assinalaram &#8220;assistir a filmes/vídeos&#8221; com frequência, enquanto 53,7% apontaram nunca ter produzido vídeos com os alunos. Os resultados indicam estar consolidadas nessas escolas práticas mídia-educativas que têm por base a produção de materiais ligados à cultura da leitura e escrita, como livros, fanzines e jornais. A partir desses dados, este artigo tem por objetivo estruturar argumentos para a compreensão desse cenário, com foco na análise comparativa entre políticas públicas de promoção da leitura e de práticas mídia-educativas, a fim de levantar questões sobre o papel das mídias digitais na cultura escolar, levando em conta que os estudantes atuam nas redes virtuais, compartilhando opiniões e produzindo conteúdos. Cultura escolar, mídia-educação, literacia digital são os conceitos que permitem o adensamento do debate sobre esse tema. A pesquisa conclui que as práticas mídia-educativas latentes no cotidiano dessas escolas ocorrem por meio de ações isoladas de professores e coletivos, e argumenta sobre a necessidade de uma articulação institucional sistematizada e prolongada para que a aprendizagem escolar se enriqueça com o potencial representado pelo uso das mídias digitais e audiovisuais na contemporaneidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In 2015, the Education and Media Department of Rio de Janeiro's Secretary of Municipal Education, the Desiderata NGO Institute and the Research Group on Education and Media of PUC-Rio conducted a quantitative research on educational media practices, of which 911 municipal schools took part, and the results showed a low recurrence in producing digital media and audiovisual content in municipal schools. Some numbers in answered questionnaires draw called our attention: in 90.6% of the schools, students frequently "watched movies and videos", while in 53.7%, no video content has ever been previously produced with students. Results indicate that the media-educational practices based on production related to reading and writing, such as books, fanzines and newspapers, are better consolidated in those schools. Based on these data, this article aims to structure arguments for understanding this scenario, focusing on the comparative analysis between public policies to promote reading and those of media-educational practices, in order to raise questions about the role of digital media in school culture, taking into account that students are agents in social networks, sharing opinions and producing content. School culture, media education, digital literacy are the concepts that allows for the broadening of the debate on this topic. The research concludes that latent media-educational practices in the daily life of these schools occur by means of isolated actions of teachers and collectives, and argues for the need of a systematized and continued institutional articulation so that school learning is enriched with the potential represented by the use of digital and audiovisual media in contemporary times.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas mídia-educativas]]></kwd>
<kwd lng="pt"><![CDATA[Cultura do impresso]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas.]]></kwd>
<kwd lng="en"><![CDATA[Media-educational practices]]></kwd>
<kwd lng="en"><![CDATA[Printed text culture]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Public policy.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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