<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100223</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e10815</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente e mídia-educação mediada com a utilização do jogo Comenius Pocket]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación del profesorado y educación mediática mediante el juego Comenius Pocket]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training and mediated media-education using the game Comenius Pocket]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munizi]]></surname>
<given-names><![CDATA[Edenilton da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Dulce Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa investigou uma prática de formação docente inicial em oficinas de ampliação do letramento midiático com 21 estudantes de Pedagogia matriculados em disciplinas na Universidade Federal de Santa Catarina. Essas disciplinas promoveram a prática com o jogo de cartas Comenius Pocket aplicado em cada disciplina. A participação dos estudantes ocorreu conforme estava previsto na oficina em aula. A pesquisa exploratória, com abordagem qualitativa, foi baseada em observação participante das oficinas, analisando os comentários reflexivos realizados em grupo e a avaliação do jogo por meio de um formulário on-line sobre a experiência. Os critérios avaliados em cada rodada do jogo consideraram o uso das mídias na prática pedagógica como instrumento, como objeto de estudo e como autoria ponderando os objetivos da mídia-educação. Os resultados das oficinas foram positivos tanto nos comentários expressos nas atividades como nas respostas avaliativas sobre a aprendizagem que o jogo trouxe. O texto conclui que oficinas de formação lúdica para as mídias com um jogo de planejamento didático suscitam a reflexão sobre a prática pedagógica e o letramento midiático nos estudantes participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación examinó una práctica de formación docente inicial en talleres de ampliación de alfabetización mediática de 21 estudiantes de Pedagogía matriculados en asignaturas de la Universidad Federal de Santa Catarina. En estas asignaturas se promovió la práctica con el juego de cartas Comenius Pocket aplicado en cada asignatura. La participación de los estudiantes se produjo según lo previsto en el taller presencial. La investigación exploratoria, de enfoque cualitativo, se basó en la observación participante de los talleres, analizando los comentarios reflexivos realizados en grupo y la evaluación del juego a través de un formulario en línea sobre la experiencia. Los criterios que se evaluaron en cada ronda del juego consideraron el uso de los medios como instrumento en la práctica pedagógica, como objeto de estudio y como autoría, dentro de los objetivos de la educación mediática. Los resultados de los talleres fueron positivos tanto en los comentarios expresados durante las actividades como en las respuestas de evaluación sobre el aprendizaje que el juego proporcionó. El texto concluye que los talleres de formación lúdica para los medios de comunicación con un juego de planificación didáctica generan reflexión sobre la práctica pedagógica y la alfabetización mediática en los estudiantes participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumo This research investigated an initial teacher training practice in workshops to expand media literacy among 21 Pedagogy students enrolled in subjects at the Federal University of Santa Catarina. These subjects promoted practice with the Comenius Pocket card game applied in each subject. Student participation occurred as planned in the in-class workshop. The exploratory research, with a qualitative approach, was based on participant observation of the workshops, analyzing the reflective comments made in the group and the evaluation of the game through an online form about the experience. The criteria assessed in each round of the game considered the use of media in pedagogical practice as a tool, an object of study, and a form of authorship within the goals of media education. The workshop results were positive, both in the expressed comments during the activities and in the evaluative responses regarding the learning facilitated by the game. The text concludes that playful media literacy workshops using a didactic planning game stimulate reflection on pedagogical practice and media literacy among participating students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[letramento midiático]]></kwd>
<kwd lng="pt"><![CDATA[mídias]]></kwd>
<kwd lng="pt"><![CDATA[jogo educativo]]></kwd>
<kwd lng="pt"><![CDATA[oficina.]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[alfabetismo mediático]]></kwd>
<kwd lng="es"><![CDATA[medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[juego educativo]]></kwd>
<kwd lng="es"><![CDATA[taller.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[media literacy]]></kwd>
<kwd lng="en"><![CDATA[media]]></kwd>
<kwd lng="en"><![CDATA[educational game]]></kwd>
<kwd lng="en"><![CDATA[workshop.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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