Eavi madrid m pinto
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Transcript

  • 1. Media education and citizenship: a communication approach
    Manuel Pinto
    Communication and Society Research Centre
    University of Minho (Braga – Portugal)
  • 2. Overview of a 20 years experience
    “Education for social communication” at the teacher training graduation program (1988-2007)
    In-service specialization programs for kindergarten and elementary school teachers (1995-2000)
    Master degree in “Communication, citizenship and education” (2000 - …)
    PhD program in Communication Sciences with a focus on Media Education (2009 )
  • 3. Context
    A country where freedom of expression and press freedom are quite recent and where media and journalism training and research spread only in the 1980’s.
    Some interesting (even if limited) experiences concerned with the educational dimension of the media – v.g. connected with film education, education technologies, school journalism
  • 4. Initial concerns
    Pedagogical innovation:
    media as educational resource
    media as a matter of study
    media as a field of participation and expression
    School as a meaningful experience
    Improvement of the communication between schools and local communities
    Implementation of a communication ecology within the school
  • 5. Contaminations
    Clemi and attention to news media & journalism
    Spain’s newspaper in the classroom projects
    Latin America’s approach to autonomisation processes
    Canadian and British rationale on media literacy
    UNESCO and overall view of media education
  • 6. Shortcomings
    Lack of research, namely about media in the life of children
    Weak interaction with other teacher training institutions
    Absence of a general support framework from the educational authorities ( vg. no national media education curriculum)
    Need of more investment in evaluation research
    Teacher stress and resistance regarding innovation and new projects.
  • 7. ‘Discoveries’
    Voices and experiences of children: childhood regarded from their own social worlds and expressions
    Rights of the child, namely the ‘third family’ of rights (expression, participation…)
    Multimedia and digital childhoods – the ecology of networks
    Ethical challenges concerning expression and participation in the social media
  • 8. What we have to think about and act upon
    PARTICIPATION
    ETHICS
    WORLD AROUND
    POLICIES
    ECOLOGIES
  • 9. Distinctions
    The scaffolding and the house
    Media literacy: a medium or an end
    Technology as technique and as a social problem
    Information and communication: brothers or enemies
    Media and environments
    Power relations and empowerment
    Accountability and public scrutiny