Palabras clave
Alfabetización mediática, educación, currículum, estrategias de enseñanza, formación de profesorado, participación ciudadana on-line
Resumen
Mientras que numerosos estudios han examinado la participación en internet como elemento clave de una nueva involucración cívica emergente, informal o formal, a través de medidas gubernamentales locales o nacionales on-line, el esfuerzo ha sido menor para medir o sugerir formas de superar las restricciones sociales y tecnológicas de la participación cívica on-line. Pocos estudios se han centrado en la relación entre la implementación de las iniciativas en las aulas y los mensajes expresados indirectamente como resultado de las concepciones personales de los docentes en las estrategias didácticas que probablemente pueden ser descritas como «currículo oculto». Nos basamos en un análisis cuantitativo y cualitativo de un conjunto de estudios de casos sobre la implementación del compromiso cívico a través de actividades en línea en varias regiones de Portugal. Los datos obtenidos a través de cuestionarios fueron usados para crear un sistema de puntuación capaz de reflejar las estrategias escolares sobre la participación y la alfabetización mediática, así como, la acción cívica on-line de docentes y alumnos. Presentamos los resultados empíricos con una población que comprende 12 directores de escuelas públicas secundarias, 131 docentes y 1.392 alumnos de los cursos 11º y 12º. Los resultados sugieren que los niveles mediáticos de los estudiantes y sus niveles de compromiso cívico on-line están influenciados por las prácticas de sus profesores, su formación y por la implantación de proyectos de alfabetización mediática.
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Ficha técnica
Recibido: 27-02-2016
Revisado: 07-04-2016
Aceptado: 11-05-2016
OnlineFirst: 15-07-2016
Fecha publicación: 01-10-2016
Tiempo de revisión del artículo : 39 días | Media tiempo revisión número 49: 27 días
Tiempo de aceptación del artículo: 73 días | Media tiempo aceptación número 49: 86 días
Tiempo de edición del preprint: 171 días | Media tiempo edición número preprint 49: 184 días
Tiempo de edición del artículo: 216 días | Media tiempo edición número 49: 229 días
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Dias-Fonseca, T., & Potter, J. (2016). Media education as a strategy for online civic participation in Portuguese schools. [La educación mediática como estrategia de participación cívica on-line en las escuelas portuguesas]. Comunicar, 49, 9-18. https://doi.org/10.3916/C49-2016-01
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