Each new medium of communication that has emerged over the past century and more has generated concern over its alleged negative effect on children. This concern has (in most cases) generated a moral panic, involving campaigning by moral guardians and office spokespeople, calls for greater regulation and subsequent response from the government or designated regulators. Based on continued inconclusive media effects research and debates over adults' and children's rights, regulation has become increasingly problematic. Such questions as how far you should restrict and protect children and how it may be possible to balance protection with rights, are complex and fraught with practical difficulties. These are the kind of questions that regulators have currently to consider. In addition, media convergence and internet technology threaten traditional regulatory structures. Such developments pose a further regulatory quandary. How are regulators attempting to tackle these issues? The thesis attempts to examine this question by exploring how regulators have responded to panics over children's media and whether their attempts have resulted in robust regulatory systems. The regulation systems analysed embrace advertising and obesity, internet chat-rooms and grooming, video games and violence and cinema regulation (the 12A classification). Case studies of these particular areas of current concern show how regulation has developed and how it works in practice, assess whether such regulation is effective and if not, recommends ways in which it could be improved.

Made available in DSpace on 2017-07-10T19:07:31Z (GMT). No. of bitstreams: 1 Dissertacao Helena Paula Domingos2.pdf: 1086891 bytes, checksum: be600aad5f03455e49b98be4fb0282cc (MD5) Previous issue date: 2016-02-26 / The confluence of globalization and the revolution of technology sets a new ecosystem of languages and writing that is contemporary. The eletronic visuality is a constitutive part of cultural visibility. This research investigates the insertion of the media cinema in the educational field using an interdisciplinary approach with teacher training and the context of these educators in mind, through a multi perspectivistic approach. It is set by the following problem: How the media cinema contributes to a critical reading of reality? How the methodological corpus of analysis selects the movies Frankenstein (2004), by Mary Shelley (1797-1851) and "1984" (1984), resulted from the literary work with the same name by George Orwell (1903-1950). It seeks theoretical framework and methodology in the axiological field of Cultural Studies, in the basis of action research and the ways of addressing, which film analysis centers in the cultural production, to the visual text itself and its reception, by the public. This investigation considers the teachers training as a possibility of question the media cinema and its pedagogical interdisciplinary perspective. / A convergência da globalização e da revolução tecnológica configura um novo ecossistema de linguagens e escritas contemporâneo. A visualidade eletrônica é parte constitutiva da visibilidade cultural. Esta pesquisa investiga a inserção da mídia cinema no campo educacional em um movimento interdisciplinar com a formação de professores/as e seus contextos de trabalho, sob uma abordagem multiperspectívica. Parte do seguinte problema: Como a mídia cinema contribui para uma leitura crítica da realidade? Como corpus metodológico de análise seleciona os filmes Frankenstein (2004), de Mary Shelley (1797-1851) e 1984 (1984), oriundo da obra literária homônima de George Orwell (1903-1950). Busca aporte teórico e metodológico no campo axiológico dos Estudos Culturais, nas bases da pesquisa-ação, nos modos de endereçamento e análise fílmica. Considera a formação de professores/as como possibilidade de problematizar a mídia cinema e sua perspectiva pedagógica e interdisciplinar.