Rádio escola e convergência de mídias no contexto da mídia-educação: uma proposta para o ensino médio

Abstract

This research stemmed from the need to integrate the school in the engagement of citizen participation, empowering school staff (teachers, students, administration and community) with the new skills (to access, evaluate and produce) and those concerning the media and freedom of speecha and critically reflection. Because of uncertainty about how such integration can be made, the main question that justifies this research is: how to align the public policies of education (Ministry of Education) about the use of new media at school and the demands of the called digital culture? To get answers, this study aimed to: suggest improvements to the policy of used radio production in school by the Programa Mais Educação (PME) offered by MEC, integrating them into the broader context of media literacy and digital culture. Thus, specifically aims to: evaluate how far the activities of the institutional program radio school dialogues with international contemporary demands considered on the media literacy field; propose methods to integrate the radio production at school to contemporary approaches of media use in the digital culture; and design and test a used radio production workshop for high school. To achieve these objectives, we chose to establish a field study (GIL, 2002 and UNESCO, 2013). To make the whorkshop we made categorical content analysis (Bardin, 2010) of the original proposal documents in the MEC Program. The rationale for media literacy was based in Buckingham (2003), Siqueira (2008) and Kellner and Share (2008) among other authors. For the use of radio we adopted Andrelo (2009) and Baltar (2013). The results support the mapping of skills and possibilities about integration of school in the digital culture contexto.