关键词

媒体修养,参与性交流,公民权,媒体教育,非正式教育,社会融入,文明社会

摘要

本文从非正式教育方面分析了巴西的媒体教育,通过项目(N=240)和组织(N=107)样本对现状进行量化,这些项目和组织根据国际认可的媒体教育的三个维度(使用权/使用,批判性理解,和媒体内容媒体制作) 开展媒体修养活动。这些项目着眼于因不同分段的层级(年龄,地域,社会地位,社会团体,和专业领域)而不同的公民社区。这个分析揭示,大多数活动适合于视听内容制作(65.4%)和扩展某些社区的权利和沟通能力,但通常被排除在传统大众媒体之外(45.8%)。此外,大多数机构都有具有中度和高度可能授权(77.6%)潜力的项目。根据开展的文献评论和分析,这个研究提出了可用于在非正式教育领域中研究媒体教育项目的模型。这样,该文在媒体教育发展和公民授权方面为这个国家的非正式媒体修养及其课程给出了初步面貌,而因其体量与巨大社会差异,这个国家应能好好利用非正式教育为正式教育提供的种种互补性。

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技术信息

收到: 26-02-2016

修订: 13-03-2016

公认: 10-05-2016

OnlineFirst: 15-07-2016

发布日期: 01-10-2016

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Junior, G. C., & Bungenstab, G. C. (2018). Entre o Tempo Livre e a Educação. LICERE-Revista do Programa de Pós-graduação Interdisciplinar em Estudos do Lazer, 21(4), 502-528.

https://periodicos.ufmg.br/index.php/licere/article/view/1951

Leatemia, L. S. D., Furwanti, E., & Mulyana, E. (2019). IMPROVING COMPETENCIES OF PACKET C TUTORS THROUGH G SUITE FOR EDUCATION TRAINING (Case Study at PKBM Cahaya Kahuripan Bangsa Lembang). EMPOWERMENT: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 9(1), 22-35.

http://e-journal.stkipsiliwangi.ac.id/index.php/empowerment/article/view/1294

Share, J., Mamikonyan, T., & Lopez, E. Critical Media Literacy in Teacher Education, Theory, and Practice.

http://www.academia.edu/download/60789871/acrefore-9780190264093-e-140420191003-107661-11ji6up.pdf

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如何引用

Pegurer-Caprino, M., & Martínez-Cerdá, J. (2016). Media literacy in Brazil: Experiences and models in non-formal education. [Alfabetización mediática en Brasil: Experiencias y modelos en educación no formal]. Comunicar, 49, 39-48. https://doi.org/10.3916/C49-2016-04

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