Artivismo e pensamento computacional encontram na mídia-educação: um experimento feminista na educação básica.

Abstract

This research developed an experiment designed for elementary school students, which brought together practices of artivism and critical reading of the media, through workshops based on the principles of feminist pedagogy, exercising aspects of computational thinking. Concepts and experiments related to artivism were mapped and contributions to media and information literacy (MIL) were identified. In this way, the object of this research had the potential to create an investigation validated by the school reality on how to meet demands brought about by technological innovations, current legislation and the training needs of new generations, at the same time as it made a theoretical reflection on a still emerging area of knowledge, which is the AMI. The main question of such an experiment was the search for what could be the contributions of artivism in the formation of critical users of digital culture. As for its approach, the research is qualitative. According to its purpose, research is applied. Regarding the procedures, the research is considered a participant. The data were constructed in three ways: observation of the workshops, unstructured interviews and analysis of the material produced by the students. The constructed data were analyzed through social semiotics, complemented by analytical categories commonly used in the analysis of audiovisual content, in addition to the investigation of the meaning of qualitative data provided by prose analysis. The results suggest that participants master basic skills such as identifying patterns, ranking information, but showing little familiarity with the critical analysis of representations, which reinforces the relevance of MIL in the school curriculum.