[pt] A pesquisa que fundamenta esta tese teve como objetivo analisar possíveis relações entre letramentos midiáticos de professores e suas práticas pedagógicas no ensino remoto emergencial (ERE) na pandemia de Covid-19. Na ausência de consenso em torno de um modelo conceitual para os letramentos midiáticos, foi construída uma proposta de matriz conceitual para os letramentos midiáticos em diálogo com autores do campo da mídia-educação e dos estudos críticos sobre tecnologia e educação, adotada como lente analítica dos dados produzidos nesta pesquisa. O trabalho de campo contou com duas etapas: a) aplicação de questionário junto a professores de diferentes regiões do país; b) realização de entrevistas semiestruturadas com professores que responderam ao questionário e se dispuseram a participar também dessa etapa. As 259 respostas válidas nos questionários foram submetidas à análise descritiva e de associação através do teste qui-quadrado. As entrevistas realizadas com 32 professores buscaram compreender como eles concebiam os letramentos midiáticos; que habilidades consideravam possuir nessa área e se havia relações entre os letramentos midiáticos e as práticas pedagógicas empregadas no ensino remoto emergencial (ERE). Nas respostas ao questionário, a maioria dos professores que estavam realizando o ERE afirmou ser bastante habilidoso no que diz respeito ao uso de mídias no ensino. Nas entrevistas, os participantes relataram que a experiência do ERE propiciou um maior conhecimento sobre o uso pedagógico das mídias, o que possivelmente favoreceu o sentimento de mais competência nessa área. A análise das entrevistas indicou que a maioria concebe os letramentos midiáticos como uso de mídias com fins instrumentais (como habilidade técnica) e didáticos (para ensino do conteúdo curricular). Foram identificadas preocupações relacionadas à vigilância e controle do trabalho docente e apreensão com a privacidade e com a exposição. As entrevistas indicaram, ainda, que o conhecimento sobre aplicações pedagógicas das mídias foi construído principalmente na troca entre pares. Considerando a experiência com o ERE, propõe-se que políticas de formação voltadas para ampliação dos letramentos midiáticos de professores incluam entendimento crítico sobre o funcionamento dos sistemas midiáticos e seus aspectos sociais, econômicos, culturais, políticos e históricos e sejam estruturadas a partir de redes de professores, com base na troca de saberes. / [en] The research underpin this thesis aimed to analyze possible links between media literacy of teachers and their pedagogical practices in emergency remote education (ERE) during the Covid-19 pandemic. In the absence of consensus around a conceptual model for media literacies, a proposal was built in dialogue with authors in the field of media education and critical studies on technology and education, adopted as an analytical lens of the data produced in this research. The field work consisted of two stages: a) application of a questionnaire with teachers from different regions of the country; b) conducting semi-structured interviews with teachers who answered the questionnaire and agreed to participate in this stage as well. The 259 valid responses were submitted to descriptive and association analysis using the chi-square test. The interviews carried out with 32 teachers sought to understand how they conceived media literacy; what skills they considered to have in this area and whether there were links between media literacy and the pedagogical practices employed in emergency remote education (ERE). In the responses to the questionnaire, most teachers who were taking the ERE stated that they were quite skilled with regard to the use of media in teaching. In the interviews, the participants reported that the ERE experience provided them with greater knowledge about the pedagogical use of the media, which possibly favored the feeling of more competence in this area. The analysis of the interviews indicated that most of them conceive media literacy as the use of media for instrumental purposes (such as technical skills) and didactic purposes (for teaching curriculum content). Concerns related to surveillance and control of teaching work and concerns about privacy and public exposure were identified. The interviews also indicated that knowledge about pedagogical applications of the media was mainly built on exchanges between peers. Considering the experience with the ERE, it is proposed that training policies aimed at expanding the media literacy of teachers include a critical understanding of the functioning of media systems and their social, economic, cultural, political and historical aspects. This action shall be structured out of teachers networks, based on the exchange of knowledge.

This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

This thesis is focused on the impact of media literacy in terms of the ability of high school students to interpret political advertisement. In the part of this thesis the reader will be introduced into the concepts of modern democracy and mass media as its important part especially, within the context of politics, in the pre-election period. The reader will be provided an insight into the issue of the influence of mass media on citizens who are exposed to the products of political marketing. Due to the focus on high school students, this thesis mentions research domestic one as well as international that puts together terms as politics- media-teenagers. The second part of this thesis is designed as a research aimed at the impact of media literacy on the students' skills to analyze a political advertisement as well as their civic attitudes. The research is conducted as a qualitative comparison of statements of the analytical abilities of students who took part in media literacy course with those who did not. Key terms: democracy, elections, political campaign, political marketing, political advertisement, media, mass media, media literacy, high school education

The paper addresses issues of media education in blind high-school students, especially in the topical context of digital media. The theoretical part devotes to problems of education of visually impaired persons. Next, concern the subsumption of media education as a cross- sectional subject into Czech primary and high-schools education. This part is also concerned with specific digital media and extensive opportunities of its utilization for visually impaired persons. In the experimental part of the paper, discrete components of digital literacy of sightless high-school students are analysed. The method of focused (semi-structured) interviews was selected. Interviews were executed with ten visually impaired high-school students and subsequently analysed with the help of qualitative content analysis. The aim of the paper is to give a notice on dependence of blind people to digital media and its specifics and, in this conjunction, emphasise the importance of media education.

This diploma thesis is an addition to the discussion on media literacy development, which also deals with the effectiveness of children's education via a television program. The work offers a brief content overview of public broadcasting television channel ČT:D, focusing on shows that enlighten the viewers about facts from various fields (which are thus regarded educational). The television program Wifina is described in detail and is the center of later research. The first part of this document defines the factors that affect reception of information from television broadcast. The thesis introduces different variations of key media literacy concepts, including the specific way they are handled in the Czech setting. The objective of this work is to determine, whether the show Wifina enhances development of media literacy through its content, and whether this content helps to broaden general knowledge and education of the viewers. Based on content analysis of the program and subsequent qualitative comparative analysis of two groups of children - viewers and non-viewers - the author ascertains, whether Wifina educates its viewers about media-related subjects, as well as other areas. Evaluation of the research offers not only specific cases of broadcast (non-)affected viewers, but also a debate on...

O presente trabalho, situado entre as interfaces do cinema, mídia e educação, tem como objetivo identificar e analisar de que forma a dualidade dos conceitos de rural e urbano abordados em filmes, somados às experiências de professores, podem contribuir para a construção de fundamentos para o trabalho pedagógico com material audiovisual particularizado na educação escolar. Através de uma abordagem historiográfica sobre o uso e apropriação social do cinema, evidenciou-se a sua linguagem assimilada pela mídia moderna e tecnológica como um traço de destaque da cultura que atua como um instrumento educativo e formativo para os sujeitos e, ao mesmo tempo que possibilita o acesso ao conhecimento, contribui para visualização de conceitos e para o entretenimento. Por outro lado, esta linguagem pode atuar, também, para reforçar ideias errôneas, naturalizar conceitos e reforçar estereótipos. Na sequência, para compreender as possibilidades de utilização do audiovisual, explorou-se quatro filmes: Central do Brasil (1998); Tapete Vermelho (2006); Desenvolvimento para quem? (2013) e À margem dos trilhos (2014). A análise teve como foco explorar o discurso e as representações sobre rural e urbano; a dicotomia presente neste discurso constrói uma ideia antagônica, reforçando signos que se estabelecem em uma relação de oposição ao invés de interdependência. Posteriormente, com vistas a experiência consolidada da educação midiática na Inglaterra, escolheu este contexto para dialogar com esta pesquisa e foram realizadas 14 entrevistas com professores com intuito de conhecer o trabalho com o uso de filmes em sala de aula. Por meio da interface entre a linguagem cinematográfica, análise fílmica e entrevistas, discutiu-se fundamentos que subsidiam o trabalho pedagógico com cinema na educação escolar. Desse modo, a criação de uma disciplina de educação midiática se mostrou como alternativa viável, haja vista a mídia como um instrumento arrojado da cultura, capaz de levar ao autoconhecimento e criar representações involuntárias que, como significação e parte da visão de mundo orienta a ação do sujeito. / The present research, sitting between the interfaces of cinema, media and education, aims to identify and analyze how the duality into the concepts of rural and urban approached in films, added to the experiences of teachers, can contribute to the formulating of tenets for teaching with audiovisual material in classroom. Through a historiographical approach on the use and social framed of cinema, it was emphasized its language imbibed by modern and technological media as a culture highlight that acts as an educational and formative tool for the subjects. And at the same time allows access to knowledge, contributes to grasping of concepts and for entertainment. On the other hand, such language can also act to reinforce erroneous ideas, naturalize concepts and reinforce stereotypes. Following this, in order to understand the possibilities of audiovisual use, four films were explored: Central do Brasil (1998); Tapete Vermelho (2006); Desenvolvimento para quem? (2013) and À margem dos trilhos (2014). The analysis focused on exploring the speech and representations of rural and urban; the dichotomy present in this discourse builds an antagonistic idea, reinforcing signs that establish the relationship of opposition rather than interdependence. Subsequently, regarding to the consolidate experience of media education in England, 14 interviews were carried out with teachers in order to understand the use of films in classroom. Through the interface between the cinematographic language, film analysis and interviews, we discussed fundamentals that support the teaching practice in schools. Thus, the set up of a media literacy subject on the curriculum proves to be a viable alternative, as the media is a bold instrument of culture, able of leading to self-knowledge and creating involuntary representations, guiding a worldview that guides the people action.

The central theme of the diploma thesis is incorporation of media education at the first stage of primary school. The theoretical part of the thesis briefly defines the basic concepts related to media education, offers an insight into historcal background and gradual integration of media education into the Czech educational system and, last but not least, introduces current state of this cross-curricular topic at Czech schools. The practical part is devoted to a research survey aimed at finding out which didactic topics of media education are mostly reflected in educational materials intended for the first stage of primary school and at the same time at ascertaining how the pupils are mostly involved in media education in terms of task assignments contained in teaching materials. The results of the research show that the most frequently reflected topics of media education that appear in educational materials are advertising, its regulation and influence and characteristics and function of traditional media. In case of the method of pupils involvement in media education, the research findings show that pupils are mostly called upon to receptive activities. To obtain the results of the research survey, qualitative content analysis of selected teaching materials was used.

The central theme of the diploma thesis is incorporation of media education at the first stage of primary school. The theoretical part of the thesis briefly defines the basic concepts related to media education, offers an insight into historcal background and gradual integration of media education into the Czech educational system and, last but not least, introduces current state of this cross-curricular topic at Czech schools. The practical part is devoted to a research survey aimed at finding out which didactic topics of media education are mostly reflected in educational materials intended for the first stage of primary school and at the same time at ascertaining how the pupils are mostly involved in media education in terms of task assignments contained in teaching materials. The results of the research show that the most frequently reflected topics of media education that appear in educational materials are advertising, its regulation and influence and characteristics and function of traditional media. In case of the method of pupils involvement in media education, the research findings show that pupils are mostly called upon to receptive activities. To obtain the results of the research survey, qualitative content analysis of selected teaching materials was used.

評估探究網路社運的研究結果紛雜，與其說結果歧出，不如重新檢視用以分析的路徑。我認為著眼於技術形式的分析路徑可能有所不足，因此，本研究切換視角，自科技與社會研究中汲取養分，從使用中科技（technology in-use）的角度切入，藉機勾勒數位科技在善於把玩者手中所形成的各色風貌，及其打造有別於傳統社運的抗爭戲碼。文中便整理多樣數位科技在社會運動中快或慢地跳脫原先功能與使用方式的情形，突顯全青盟成員是以長期的網路使用經驗為基礎，才能深具創意地將特定科技依運動階段轉換角色，或是有技巧地應運動階段帶進不同的科技，並在多元的科技間加以協調、組合，或是勝任翻譯者的角色，在運動的聲援者與網路使用者之間快速轉換，將嚴肅的運動資訊應數位平台的特色與文化裁剪為引人共鳴的文本。簡言之，用於加強社交的強勢腳本已在愛用且善用的使用者手中退位，數位科技重新以社會運動科技的姿態登場。事實上，這正反映網路世代對社會運動的想像與行動已難排除長期耽溺的網路經驗，於是，無論是社會對話、群眾串聯、組織形式均深受數位參與文化的潛移默化，開創有別於傳統的社運圖像。 / The findings of cyber activism research that focus on technical forms are diverse and confusing. Thus, I believe it is better to reexamine the way of analysis. The article uses the perspective of technology in-use which draws from Society, Technology, and Science (STS) approach to trace the dynamic of young activists using digital technologies in social movement, as well as the characteristics of contemporary internet-embedded social movements beyond traditional ones. The study shows that digital technologies have departed from original scripts in different degrees. Based on the long-term experiences of using internet, members of National Youth Alliance Against KuoKuang Petrochemical Project creatively changed roles of technologies and tactically composed multiple technologies according to the stages of movement. Moreover, they successfully reedited the campaigns which widely disseminated in digital environment based on their capacity for switching identities between activists and internet users. In short, digital technologies were originally used to strengthen human relations. The skilled users/activists of digital technologies have, however, utilized these technologies to promote social movements. In fact, as mentioned above, it also reveals that the imagination and actions of social movements by net generation cannot exclude their long-term experiences of internet use. Therefore, regardless of social dialogue, mobilization and organization structure which are critical elements of social movement, they all have been deeply influenced by digital participatory culture.

Since the 1960s, the United States has experienced steady declines in news consumption and commensurate attrition in civic engagement and political participation. Americans read newspapers at less than one fourth the rate of 60 years ago; voter turnout has fallen to the point where the U.S. ranks 23 out of 24 established democracies; signing petitions, volunteering for a civic organization like the PTA and political party affiliation are all at contemporary lows. But these indicators only tell half the story…the younger half. Because among Americans over age 50, attrition in all these areas is much milder; among those under age 30 they are much steeper. So do young adults get news? If so, how do they get news? If not, how do they find out about things? A 21-year old journalism student reported that: “I usually just hear it from friends, when I talk to friends.” The present study employed four methods: Secondary analysis of longitudinal Pew data; interviews and focus groups about news consumption and media use habits, including social media and wireless devices; a survey on social media use and its relationship to news and news knowledge; and an experiment testing a novel game as a way to convey news and civics knowledge, all involving students at three large state universities. Findings include the following: students often rank social media use, like Facebook, as their most important and most-used media; social media are negatively related with traditional news use and with news knowledge; students draw clear and important distinctions between news and information; one method of teaching (direct instruction) works well while another (a news game) works, but not as well. Of particular interest is the role of opinion leaders in the two-step flow of news, and the role of relevance and need for orientation in agenda setting. Novel contributions include a clearer definition of students’ distinction between news and important information as they define it, a framework by which to experiment with creating an interactive game using news to promote news seeking, and some provocative recommendations for future research. / text