<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100132</article-id>
<article-id pub-id-type="doi">10.1590/0102-469825791</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPERIÊNCIAS PEDAGÓGICAS COM MÍDIA E EDUCAÇÃO: CAMINHOS PARA SUPERAR A ABORDAGEM INSTRUMENTAL E DESENVOLVER HABILIDADES CRÍTICO-REFLEXIVAS SOBRE A CULTURA MIDIÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL EXPERIENCES WITH MEDIA AND EDUCATION: WAYS TO OVERCOME THE INSTRUMENTAL APPROACH AND DEVELOP CRITICAL-REFLECTIVE SKILLS ABOUT MEDIA CULTURE]]></article-title>
<article-title xml:lang="es"><![CDATA[EXPERIENCIAS PEDAGÓGICAS CON LOS MEDIOS Y LA EDUCACIÓN: FORMAS DE SUPERAR EL ENFOQUE INSTRUMENTAL Y DESARROLLAR HABILIDADES DE REFLEXIÓN Y CRÍTICA SOBRE LA CULTURA DE LOS MEDIOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CERIGATTO]]></surname>
<given-names><![CDATA[MARIANA PÍCARO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tiradentes  ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apesar dos calorosos debates sobre a relação entre mídia e educação no Brasil e no mundo, há materiais pedagógicos e metodologias de trabalho um tanto pulverizadas voltadas para essa área. Ainda é comum observar, no ambiente escolar e nos cursos de formação de professores, o uso das mídias em uma perspectiva instrumental, o que desfavorece abordagens crítico-reflexivas que enfatizam aspectos da compreensão da mensagem e de como representações de mundo são feitas por meio das linguagens midiáticas. A partir dessa problematização, o objetivo do presente artigo é trazer subsídios para que atividades de mídia e educação contemplem o ponto de vista crítico-reflexivo. Para isso, são postos resultados de pesquisas empíricas que desenvolvem propostas didáticas que aliam o aspecto de produção de mídia com a compreensão crítica das mensagens, dando ênfase para a linguagem das mídias audiovisuais. Destaca-se que tais atividades estão calcadas na experiência inglesa em media literacy, através de autores como Stuart Hall, David Buckingham e David Lusted; e em técnicas pedagógicas mais usadas em mídia-educação, que valorizam a postura ativa do aluno em situações-problema da cultura midiática. A ideia foi testar essas abordagens já desenvolvidas no Reino Unido com alunos do Ensino Médio, na formação de professores e público universitário, no contexto brasileiro. Os resultados sugerem abordagens que não se limitem a visões instrumentalistas, considerando que a análise da linguagem, das narrativas, audiências e do contexto social de produção pode ser um caminho proveitoso para se refletir sobre as relações de poder entre mídia e sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Despite the heated debates about the relationship between media and education in Brazil and in the world, there are pedagogical materials and work methodologies that are somewhat dispersed in this area. It is still common to observe, in the school environment and in teacher training courses, the use of media in an instrumental perspective, which disfavors critical-reflexive approaches, which emphasize aspects of understanding the message and how representations of the world are made through of media languages. From this problematization, the objective of the present article is to provide subsidies so that media and education activities contemplate the critical-reflexive point of view. For this, results of empirical research are put forward that develop didactic proposals that combine the aspect of media production with the critical understanding of messages, emphasizing the language of audiovisual media. It is noteworthy that such activities are based on the English experience in media literacy, through authors such as Stuart Hall, David Buckingham and David Lusted; and in pedagogical techniques most used in media-education, which value the student's active posture in problem situations of media culture. The idea was to test these approaches already developed in the United Kingdom with high school students, in the training of teachers and university students, in the brazilian context. The results suggest approaches that are not limited to instrumentalist views, considering that the analysis of language, narratives, audiences and social context of production can be a useful way to reflect on the power relations between media and society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: A pesar de los acalorados debates sobre la relación entre medios y educación en Brasil y en el mundo, existen materiales pedagógicos y metodologías de trabajo dispersos en esta área. Todavía es común observar, en el ámbito escolar y en los cursos de formación docente, el uso de los medios de comunicación en una perspectiva instrumental, lo que desfavorece los enfoques crítico-reflexivos, que enfatizan aspectos de la comprensión del mensaje y cómo se hacen representaciones del mundo a través de lenguajes de los medios. Desde esta problematización, el objetivo del presente artículo es otorgar subsidios para que las actividades mediáticas y educativas contemplen el punto de vista crítico-reflexivo. Para ello, se plantean resultados de investigaciones que desarrollan propuestas didácticas que combinan el aspecto de la producción mediática con la comprensión crítica de los mensajes, enfatizando el lenguaje de los medios audiovisuales. Es de destacar que dichas actividades se basan en la experiencia inglesa en media literacy, a través de autores como Stuart Hall, David Buckingham y David Lusted; y en las técnicas pedagógicas más utilizadas en la educación en medios, que valoran la postura activa del alumno ante situaciones problemáticas de la cultura mediática. La idea era probar estos enfoques ya desarrollados en el Reino Unido con estudiantes de la escuela secundaria, en la formación de profesores y estudiantes universitarios, en el contexto brasileño. Los resultados sugieren enfoques que no se limitan a visiones instrumentalistas, considerando que el análisis del lenguaje, las narrativas, las audiencias y el contexto social de producción puede ser una vía útil para reflexionar sobre las relaciones de poder entre medios y sociedad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação para mídia]]></kwd>
<kwd lng="pt"><![CDATA[cultura midiática]]></kwd>
<kwd lng="pt"><![CDATA[linguagens midiáticas]]></kwd>
<kwd lng="en"><![CDATA[media education]]></kwd>
<kwd lng="en"><![CDATA[media culture]]></kwd>
<kwd lng="en"><![CDATA[media languages]]></kwd>
<kwd lng="es"><![CDATA[alfabetización mediática]]></kwd>
<kwd lng="es"><![CDATA[cultura mediática]]></kwd>
<kwd lng="es"><![CDATA[lenguajes de los medios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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