Esta dissertação relata e analisa uma experiência de mídia-educação realizada em uma escola particular da cidade de São Paulo, com um grupo de 22 alunos de 13 a 15 anos de idade no mês de junho de 2006. A proposta foi investigar as estratégias de produção de sentido adotadas pelo grupo de alunos, bem como as possibilidades de introdução de projetos de mídiaeducação nas escolas. Para isso, o trabalho se baseou na teoria das mediações, desenvolvida por Guillermo Orozco Gómez e Jesús Martín-Barbero. A pesquisa permitiu refletir sobre os diversos elementos que interferem na produção de sentido e verificar algumas condições necessárias para que um trabalho de mídia-educação possa ser realizado no ambiente escolar. / This dissertation describes and analyses an experience of media-education that took place in a private school in São Paulo, with a 22 students group of 13 to 15 years old in june 2006. The purpose was to investigate the meaning-making strategies adopted by the students group, as well as the possibilities of introduction of media-education projects in school. To achieve that, the work was based on the mediations theory, developed by Guillermo Orozco Gómes and Jesús Martín-Barbero. The research lend to reflections about the various elements that interfere in the meaning-making and to verify some necessary conditions to a media-education work in a educational environment.

[pt] O crescente desenvolvimento de práticas mídia-educativas na escola, especialmente daquelas relativas à produção de audiovisuais, vem gerando diversos estudos e pesquisas voltados, em grande parte, para esse tipo de atividade e seus efeitos na formação dos alunos. Esta dissertação tem como objetivo analisar tais práticas sob a ótica de crianças e jovens e suas formas de apropriação dessa experiência. Buscou-se, ainda, identificar como esses alunos avaliam suas próprias produções. O estudo envolveu, durante 5 meses, 25 alunos, com idades entre 10 e 15 anos, participantes de duas experiências realizadas em unidades da Rede Municipal de Ensino do Rio de Janeiro, ambas com reconhecida produção nessa área. Os principais procedimentos de estudo resultaram do desafio de combinar aspectos da pesquisa participante com o estudo de natureza etnográfica e envolveram a realização de observações e oficinas, além de entrevistas individuais e em grupos. A análise do material empírico buscou um diálogo interdisciplinar entre aportes teóricos de diferentes campos, especialmente os atuais estudos de recepção latino- americanos, as contribuições da sociologia da infância e estudos de juventude e mídia. Tais perspectivas privilegiam a relação de jovens espectadores com as diferentes mídias, como sujeitos ativos na produção de significados, tomando-os como atores críticos e criativos. O desenvolvimento de práticas mídia-educativas na escola considerou as abordagens de Pier Cesare Rivoltella e David Buckingham. Os resultados obtidos possibilitaram a identificação de contribuições próprias e originais das crianças e jovens envolvidos no estudo. Isso ratifica a necessidade de serem levadas em conta suas concepções, desejos e aspirações na proposição das diversas atividades que lhes são apresentadas na escola, bem como no desenvolvimento de políticas públicas voltadas para esse setor. / [en] The growing development of educational-media practices at school, mainly those related to audiovisual productions, has motivated studies and research focusing mostly on this sort of activity and its effects on students` formation. This research aims at analyzing educational - media practices from the children`s and the youth`s perspectives and the way they undergo such experience. Additionally, it is also concerned with the students` assessment of their own production. For five months, 25 students, aged from 10 to 15, were involved in the present study as participants of two experiences carried out in two municipal schools of the city of Rio de Janeiro, whose work with educational-media projects are already remarkable. The main study procedures resulted from the challenging combination of research procedures of participative research with studies of an ethnographic nature. Thus, the research tools used were observation, workshops, individual and group interviews. The analysis of the empirical data was based upon an interdisciplinary debate among different theoretical frameworks, especially the current Latin-American studies on reception, the contributions of the sociology of childhood as well as the studies on youth and media. These perspectives emphasize the relationship of young spectators with the different media as active subjects in the meaning production process. They are seen as critical and creative actors. Finally, the development of educational-media practices at school has considered Pier Cesare Rivoltella`s and David Buckingham`s studies. The results have pointed out the subjects` own and original contributions, which confirms the importance and, consequently, the need of considering into account students` views, desires and expectations when planning and proposing school tasks and when developing public policies in this sector.

La mondialisation de l’information et de la communication fait apparaître un choc plus ou moins violent entre cultures et visions du monde. La réduction des distances physiques n’a fait en réalité et de façon paradoxale qu’accroître les distances culturelles. En Afrique, une angoisse terrifie : comment éduquer ses enfants ? Comment négocier la distance entre « l’enfant qui est de son temps » et les valeurs culturelles, morales, traditionnelles? Comment, en effet, s’ouvrir à la modernité, symbole d’européanisation tout en préservant son identité culturelle ? Cette thèse qui dresse le rapport des élèves aux médias au Burkina Faso s’efforce de décrire l’univers référentiel des parents et éducateurs qui se heurte au quotidien des enfants envahis par les médias. L’éducation aux médias qui s’impose n’a par conséquent pas pour cible que les enfants. Au Burkina Faso, si l’adoption de la signalétique jeunesse est en soi une des réponses à cette problématique violente, son application quotidienne est une gymnastique. Comment par exemple affirmer qu’une scène est indécente, et pour qui ? Comment concilier les désirs de liberté des jeunes assouvis par la consommation des productions médiatiques généralement venues d’ailleurs et la nécessité de les protéger des contenus inadaptés? Le contemporain est certes une réalité temporelle. Il est aussi et surtout spatial. En d’autres termes, ce qui est autorisé, admissible, permis ou tolérable aujourd’hui et qui ne l’était pas hier, peut être, dans le même temps et sous d’autres cieux, impensable, inadmissible, intolérable et condamnable. La lecture analytique des programmes scolaires du pays a montré l’urgence que l’école burkinabé a à prendre en charge la problématique des médias dans un contexte où, d’une part la rivalité entre les deux institutions reste une réalité, et d’autre part la démocratie est en construction. / The globalization of information and communication leads to a relatively violent shock between domestic cultures and world visions. The reduction of physical distances has increased cultural distances. In the head of Africa, people are troubled by the questions: how to educate their children? How to negotiate the distance between the child who is of his time and traditional cultural values? How to be both to the modern world, itself a symbol of europeanisation, while preserving one’s cultural identity? This thesis studies the relation of students and the media in Burkina Faso; it strives to describe the mentality and valors of parents and educators who daily face of media-saturated children. To avoid the latent generational conflict, media education does not target only the children. In Burkina Faso, while the adoption of signs icons targeting the young is itself a response to this major problem, its application is a daily exercise. How, for example ram one assert that a scene is indecent, violates morality and for whom? How to reconcile the desire for freedom of young people saturated by the media mostly produced and broadcast from elsewhere and the need to protect them from expose to content inappropriate? In other words, what is allowed, permissible, permitted or tolerated today was not so yesterday, may and indeed has been elsewhere, unthinkable, unacceptable, intolerable and reprehensible. An analysis of the curricula of the Burkina Faso shows that the burkinabé education system must urgently face the issue of the media in a context where, on one hand the rivalry between the media and the school systems remains a reality, and where on other hand democracy is still “work-in-progress”.

Cette thèse explore le potentiel interculturel des médias. Les médias sont des dispositifs de médiation investis dans des logiques locales et des échanges internationaux ;ils produisent alors des conditions nouvelles d’interaction interculturelle qui nous interpellent.Dans une démarche pratique et analytique, l’éducation aux médias est le terrain privilégié pour développer autant la maîtrise des outils que l’investigation heuristique de la configuration médiatique. Ainsi, avons-nous identifié les dimensions interculturelles du domaine de l’éducation aux médias dans le cadre d’une analyse socio-anthropologique des discours institutionnels de l’Australie, du Québec et de la France. Cette étude montre des logiques discursives et pragmatiques distinctes, et révèle divers imaginaires sociaux sur les médias,notamment dans leur rapport aux questions culturelles. De là, les études de cas nous présentent ces discours comme le lieu de convergence de l’éducation aux médias et des problématiques interculturelles, abordé dans la contrainte du modèle socio-politique national de gestion de la diversité culturelle (multiculturel, interculturel, républicain). Enfin, la perspective internationale comparative permet tout à la fois de singulariser les cas et d’identifier les dimensions transversales qui se présentent comme autant de piliers réflexifs pour envisager l’interculturalité des médias. À partir des questions de communication, de sens, d’identité et de citoyenneté,soulevées dans le cadre institué de l’éducation aux médias, nous proposons alors d’ouvrir la voie à une réflexion sur l’éducation interculturelle aux médias articulée autour d’une approche pluridisciplinaire du concept de représentation. / This thesis studies the intercultural potential of the media. They are mediation processes involved in local and international exchanges that produce new conditions for challenging cross-cultural interactions. From a practical and analytical perspective, media education is the privileged place for empowering both the use of media tools and the heuristic investigation of the media sphere. Therefore, we explored the intercultural dimensions of media education as a field, through a socio-anthropological institutional discourse analysis in Australia, Quebec and France. This study focuses on distinct discursive logics and pragmatics, and shows various social imaginary of the media, particularly in relation to cultural issues. The case studies underline the focal point of media education and intercultural communication, constrained in the national socio-political management of cultural diversity (multicultural, intercultural,republican). Finally, the international comparative perspective allows the identification of the specificity of each case, as well as the cross-cutting issues that reveal entry points to reflect on the intercultural potential of media. Raising the matters of communication, signifying practices,identities and citizenship framed in established media education project, we then set the stagefor a debate on intercultural media education, grounded in a multidisciplinary approach of representation.

This theses conserns with the theme of the role of media education at formation of the media literacy of young people. This segment of population is found in the part of life, when the life values and life habits are forming This theses is conceived as theoretic - empirical cultural- studies concept, which is researching "media behavior", media literacy and it's compatibility with everyday-life of this population segment. It comes from assumption, that it is necessary to put focus on family - and school influence on formation of media literacy of young people. It aims for answering some key-questions, which flow from this assumption. The text is divided into three parts In the first, theoretical part, I pay attention to terms culture, socialization, enculturation and I engage with media communication, media literacy and media education. The next, empirical part, in which I formulize hypotheses, I put questions to them for polling and consequently based on acquired data appreciate, how much is possible the verifiing of mentioned hypotheses. The third part contains the final summary and includes generalizing interpretation of results and resumes.

Medienpädagogik vorgestellt. Filmbildung und narrative Pädagogik (TU Dresden)

In der Praxis der Filmseminare mit Studentinnen und Studenten hat sich gezeigt, dass diese meist nicht über hinreichendes Vorwissen für Filmanalysen verfügen und ihnen auch die Fachbegriffe im Bereich der filmischen Gestaltungsmittel fehlen. Da die Filmanalyse-Seminare allein schon wegen der jedes Universitäts-Zeitraster sprengenden Filmlänge sinnvollerweise als Blockveranstaltungen durchgeführt werden, bekommen die Studenten zur Vorbereitung und als Hilfmittel für eigene Filmanalysen eine grundständige Einführung. Dieses Basiswissen über „Filmsprache und Filmanalyse in der Medienpädagogik“ ist in den letzten zwanzig Jahren immer wieder optimiert worden und wird in der vorliegenden Fassung an der TU Dresden und der Universität Duisburg/Essen eingesetzt. / The experience with film seminars for students has shown that these mostly do not dispose of enough foreknowledge for film analyses and they also lack the technical terms of the cinematic means. Since the length of films blows up each university time slot pattern, and therefore the seminars are conducted as block events, the students get an introduction from scratch in an orientation session as basic knowledge and tools for their own film analysis. This basic knowledge of \"film language and film analysis in the media education\" has been optimized again and again in the last twenty years and is used in the present version at the TU Dresden and the University of Duisburg/Essen.

The diploma theses focus on Media pedagogy as a field of study. It analyzes the educational frameworks for primary and secondary schools which focuses on topic of media. By this it analyzes the possibilities of education for Czech teachers and feature educators. The result is the intersection between requirements of frameworks and current educational possibilities for teachers. Firstly it describes topics that are covered by czech educational systém described in educational frameworks, then it analyzes topics that suppose to be covered but are not provided by current offer of courses. The topics that are demanded by the frameworks are compared with possibilities introduced by foreign universities. By that it introduces programs and subjects that can be an inspiration for czech educational systém. The intersection provies key subjects and topics that can be helpful as a proposal of new college degree Media pedagogy which could prepare czech media education teachers for their subject. Provided structure reflects current demands introduced by frameworks as well as modern didactics in the field of media education and trends in media studies.

Medienpädagogik vorgestellt. Filmbildung und narrative Pädagogik (TU Dresden)

In der Praxis der Filmseminare mit Studentinnen und Studenten hat sich gezeigt, dass diese meist nicht über hinreichendes Vorwissen für Filmanalysen verfügen und ihnen auch die Fachbegriffe im Bereich der filmischen Gestaltungsmittel fehlen. Da die Filmanalyse-Seminare allein schon wegen der jedes Universitäts-Zeitraster sprengenden Filmlänge sinnvollerweise als Blockveranstaltungen durchgeführt werden, bekommen die Studenten zur Vorbereitung und als Hilfmittel für eigene Filmanalysen eine grundständige Einführung. Dieses Basiswissen über „Filmsprache und Filmanalyse in der Medienpädagogik“ ist in den letzten zwanzig Jahren immer wieder optimiert worden und wird in der vorliegenden Fassung an der TU Dresden und der Universität Duisburg/Essen eingesetzt. / The experience with film seminars for students has shown that these mostly do not dispose of enough foreknowledge for film analyses and they also lack the technical terms of the cinematic means. Since the length of films blows up each university time slot pattern, and therefore the seminars are conducted as block events, the students get an introduction from scratch in an orientation session as basic knowledge and tools for their own film analysis. This basic knowledge of \'film language and film analysis in the media education\' has been optimized again and again in the last twenty years and is used in the present version at the TU Dresden and the University of Duisburg/Essen.