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.

Cette thèse se consacre à l’étude du rôle de la discursivisation et de ses fondements sémiotiques dans la construction des savoirs scientifiques le long du parcours de transmission de l’information : de la sphère de la recherche scientifique fondamentale jusqu’à la sphère profane dans laquelle s’inscrit le patient, en passant par l’instance médicale. L’objectif est d’analyser comment, de médiations en remédiations, le contenu informationnel savant transite d’une instance à l’autre, et ce, par le truchement des différents discours. En prenant pour clé d’entrée thématique les discours de la recherche en neurosciences sur l’épilepsie, le projet tient à analyser les différents discours produits le long de ce chemin de médiations sémiotiques, à partir d’une étude de terrain dans un laboratoire INSERM et l’élaboration de groupes de corpus situés (articles scientifiques, lettres de consultation, transcriptions de consultation médecin/patient, autopathographies numériques, etc.). Le présent travail, dans une perspective d’ouverture de la sémiotique aux autres sciences humaines et sociales, est porté par la volonté de parvenir à une théorisation opérationnelle, à la fois anthroposémiotique et sémio-pragmatique, pour l’étude des discours scientifiques et assimilés : vers une anthroposémiotique de la communication. / This PhD thesis is devoted to the study of discursivisation’s role of and semiotics founding principles in the scientific knowledge, all along the information transmission process: from the scientific research sphere to the layperson sphere, passing through medical body. The aim is to analyze the way the expert information is passing from a body to an another by mediation or remediation of discourses. By taking neurosciences research about epilepsy as an access key, this work wants to analyze discourses produced all along the semiotics mediations path, from a field study in an INSERM laboratory and the drawing up of in situ corpus groups (scientific articles, medical letters, doctor/patient consultation transcriptions, numeric autopathography, etc.). This study, in the perspective of opening semiotics to other humanities, is spurred on the willpower to reach an operational theorization, both anthroposemiotics and semiopragmatics, to study scientific discourses and equivalents: to anthroposemiotics of communication.

Made available in DSpace on 2016-10-13T14:10:40Z (GMT). No. of bitstreams: 1 Rosilene Moraes Alves Marcelino.pdf: 1945205 bytes, checksum: 8e0963c5df7041c073c5e83691295811 (MD5) Previous issue date: 2012-03-26 / Our purpose embraces the consumption of goods in the Brazilian soap opera and the appropriation of such practices by students (Student Jessica Nunes Herculano from CIEJA and EJA Escola Estadual Prof. Antonio Alves Cruz), consumers of such cultural media product. We develop our thesis supported by three vertices - Communication, Education and Consumption - while in the Communication Sciences, we put our object under the light of Reception Studies, Mediation Theory, and studies performed on the soap opera in Brazil. Backed by these biases, we analyzed the soap opera Passione, from Silvio de Abreu, aired in prime time, from May 17, 2010 to January 14, 2011. To conduct our analysis, by way of definition, we chose the character Clô, who, over the plot, the consumption practices represented a possibility to set up an identity and belonging to a new social group. We take snippets of scenes from this character to students from two public schools in São Paulo, aiming to understand how the consumption practices were appropriate and re-signified. To conduct our research, we chose to adopt a multimethodological strategy, which includes quantitative and qualitative approaches, documental, bibliographic and empirical researches, application a map of cultural consumption and group discussion techniques and depth interviews. For treating the materials, we chose to use the French Line Discourse Analysis (FDA). As theoretical benchmark, we turn to authors such as, for example, Adilson O. Citelli, Ana Carolina Escosteguy, Baron Isherwood, Don Slater, Eni Orlandi, Guillermo Orozco Gómez, Itânia Gomes, Jesús Martín- Barbero, Luís Henrique Alonso, Maria Aparecida Baccega, Maria do Rosário Gregolin, Maria Immacolata Vassallo de Lopes, Mary Douglas, Mikhail Bakhtin, Néstor García Canclini, Nilda Jacks. / Nosso objeto compreende o consumo de bens na telenovela brasileira e a apropriação de tais práticas por estudantes (do CIEJA Aluna Jéssica Nunes Herculano e do EJA Escola Estadual Prof. Antônio Alves Cruz), consumidores deste produto cultural midiático. Desenvolvemos nossa dissertação apoiados em três vértices Comunicação, Educação e Consumo sendo que, nas Ciências da Comunicação, colocamos nosso objeto à luz dos Estudos de Recepção, da Teoria das Mediações, e dos estudos realizados sobre a telenovela no Brasil. Respaldados por estes focos, analisamos a telenovela Passione, de Silvio de Abreu, levada ao ar em horário nobre, no período de 17 de maio de 2010 a 14 de janeiro de 2011. Para conduzir nossa reflexão, a título de delimitação, elegemos a personagem Clô, para quem, ao longo do enredo, as práticas de consumo representaram uma possibilidade de constituição de identidade e de pertencimento a um novo grupo social. Levamos trechos de cenas dessa personagem a estudantes de duas escolas públicas paulistanas, com o objetivo de compreender como as práticas de consumo eram apropriadas e ressignificadas. Para conduzir nossa pesquisa, optamos pela adoção de uma estratégia multimetodológica, que compreende abordagens quantitativas e qualitativas, pesquisas documental, bibliográfica e empírica, aplicação de mapa de consumo cultural e técnicas de grupo de discussão e entrevistas em profundidade. Para tratamento dos materiais, optamos pela utilização da Análise do Discurso de Linha Francesa (ADF). Como referencial teórico, recorremos a autores como, por exemplo, Adilson O. Citelli, Ana Carolina Escosteguy, Baron Isherwood, Don Slater, Eni Orlandi, Guillermo Orozco Gómez, Itânia Gomes, Jesús Martín-Barbero, Luís Henrique Alonso, Maria Aparecida Baccega, Maria do Rosário Gregolin, Maria Immacolata Vassallo de Lopes, Mary Douglas, Mikhail Bakhtin, Néstor García Canclini, Nilda Jacks.

Made available in DSpace on 2016-10-13T14:10:41Z (GMT). No. of bitstreams: 1 ANDREA ANTONACCI.pdf: 6810247 bytes, checksum: 5d54d8daef69df2c5e9c97036874f024 (MD5) Previous issue date: 2013-03-20 / The narratives about science shown in the Morde & Assopra TV Novel, and Caçadora de Dinossauros (Dinosaur Hunter) blog, present in the plot, are key to analyzing the consumption of such discourses and their redefinition by students of the Elementary School. Morde & Assopra aired in 2011 at 7 p.m. by Globo TV (broadcast TV and audience leader). Its plot highlights the universe of scientific work: the main character, Julia (Adriana Esteves) is a paleontologist, and Caçadora de Dinossauros her Dinosaur Hunter blog brings texts on paleontology. We aim our analysis in proposing new ways of narrating emerging from the intersection of television and the Internet. We aim to further verify identity constructions arising from mediatized society that, at present, is also pervaded by a culture of interactive digital communication. Another purpose is to detect the cognitive process in a scenario of technological convergence. Specifically for this element, we propose to build a blog by students participating in the study. We anchor our study in mediations such as: Technicality, Identity, Rituality and Cognition, proposed by Jesús Martín-Barbero. Our methodology blends quantitative and qualitative research, including action-research activity in the classroom. / As narrativas sobre ciência presentes na telenovela Morde & Assopra e no blog Caçadora de Dinossauros (constituinte da trama) são elemento-chave para analisarmos o consumo de tais discursos e sua ressignificação por parte de estudantes do Ensino Fundamental. Morde & Assopra foi levada ao ar pela Rede Globo de Televisão (emissora aberta e líder de audiência), em 2011, no horário das 19 horas. Seu enredo destaca o universo do trabalho científico: a personagem principal, Júlia (Adriana Esteves), é paleontóloga e o blog Caçadora de Dinossauros traz textos sobre Paleontologia. Miramos nossa análise na proposta de detectar novas maneiras de narrar surgidas na intersecção entre televisão e internet. Objetivamos ainda verificar construções identitárias surgidas a partir da sociedade midiatizada que, na atualidade, é igualmente perpassada pela cultura da comunicação digital interativa. Outra finalidade consiste em detectar como se dá o processo cognitivo em um cenário de convergência tecnológica. Especificamente para este elemento, propomos a construção de um blog pelos alunos integrantes da pesquisa. Ancoramos nosso estudo nas mediações Tecnicidade, Identidade, Ritualidade e Cognitividade, propostas por Jesús Martín- Barbero. Nossa metodologia mescla pesquisa quantitativa e qualitativa, incluindo atividade de pesquisa-ação em sala de aula.

Made available in DSpace on 2016-10-13T14:10:44Z (GMT). No. of bitstreams: 1 Lizbeth Carolina Kanyat Ojeda de Novaes.pdf: 2082775 bytes, checksum: 44e66b2931fcfbe769ff751ec475e8f5 (MD5) Previous issue date: 2014-03-24 / This research aimed to conduct a reception study of Brazilian telenovelas in Ecuador. The research problem, that guided its development, is: what is the image of the Brazilian built by Ecuadorians from the reception of Brazilian telenovelas? Its main goal was to analyze the imaginary of the Brazilian built by the reception of the telenovela Avenida Brasil. The secondary objectives were: a) to identify the varieties of representations of the Brazilian in the telenovela; b) to identify the representations of the Brazilian presents in the discourses of the people surveyed; c) to relate the representations found several times on those analyzed discourses to establish the Brazilian imaginaries and their possible relationships with the representations presents in the telenovela. The research is based on the British Cultural Studies, the Reception Studies and the Theory of Mediations. And, through the methodological strategy we aim to map the multiple mediations that act on building senses from the reception. To do that, the research was conducted with women (grandmothers, mothers and granddaughters) of AB and CD classes and their answers analyzed by the French Discourse Analysis. / Esta pesquisa se propôs a realizar um estudo para investigar qual é a imagem do brasileiro construída pelos equatorianos a partir da recepção de telenovelas brasileiras. Tendo como objetivo principal analisar os imaginários a respeito do brasileiro construídos a partir da recepção da telenovela Avenida Brasil, foram definidos os seguintes objetivos secundários: a) identificar as variedades de representações do brasileiro na telenovela; b) identificar as representações do brasileiro presentes nos discursos dos sujeitos pesquisados; c) relacionar as representações encontradas reincidentemente nesses discursos analisados para estabelecer quais são os imaginários sobre o brasileiro e suas possíveis relações com as imagens presentes na telenovela. A pesquisa toma por base os Estudos Culturais ingleses, os Estudos de Recepção e a Teoria das Mediações. Mediante a estratégia metodológica visou-se mapear as múltiplas mediações que atuam na construção de sentidos a partir da recepção. Para isso, foram entrevistadas mulheres (avós, mães e netas) das classes AB e CD da cidade de Guayaquil e suas respostas foram estudadas através da Análise de Discurso de linha francesa.

Esta pesquisa tem a finalidade de investigar o modo como os professores dos Cursos de Licenciatura entendem a relação que se constrói entre o processo de apreensão de conceitos e o desenvolvimento do pensamento teórico (pensamento crítico-reflexivo), mediante a análise das diversas mediações/práticas docentes utilizadas em classe. Essa análise permite vislumbrar as circunstâncias e as condições necessárias para que o ensino possa se constituir em instrumento realmente transformador, por meio do desenvolvimento da consciência crítica dos estudantes. Para tanto, o recorte teórico restringe-se ao processo de formação conceitual, bem como às suas implicações no desenvolvimento cognitivo do alunado, pois considera-se que a escola é o contexto apropriado para promover o desenvolvimento das funções psicológicas superiores, por meio das diversas atividades pedagógicas elaboradas pelos professores de modo intencional e consciente. Os fundamentos teórico-metodológicos se baseiam na psicologia histórico-cultural defendida por Vygotsky e colaboradores e a pesquisa de campo utilizada é qualitativa e exploratória, já que a amostra é composta por dez professores que possuem formação em cursos de Licenciatura e de Mestrado. Os instrumentos utilizados para a coleta de dados foram entrevistas semiestruturadas e duas sessões da técnica de grupo focal, com a finalidade de aprofundar os resultados obtidos anteriormente nas entrevistas e de discutir outros aspectos considerados fundamentais para o alcance dos objetivos deste trabalho. Os resultados alcançados apontam a necessidade de se buscar mediações pedagógicas alternativas que possam oferecer condições para o desenvolvimento do pensamento teórico, por meio da ampliação do uso da linguagem elaborada, tornando o domínio conceitual uma ferramenta de ensino e aprendizagem que possibilite a transformação das funções psicológicas superiores nos estudantes do ensino superior. Porém, antes é preciso que os professores, responsáveis pela formação de novos educadores, dominem o processo de formação de conceitos, bem como compreendam suas inevitáveis implicações no desenvolvimento cognitivo humano. / This research has the purpose to investigate the way the professors of the Graduation Courses understand the relation that is built between the process of apprehension of concepts and the development of the theoretical thinking (critical-reflexive thinking), by the analysis of the many professor pratices that are used in the classroom. This analysis allows us to visualize the circumstances and the necessary conditions so that education can consist in a real transforming instrument, by the development of the critical conscience of the students. To express the objective, the theoretical analysis is restricted to the process of conceptual formation, as well as its implications in the cognitive development of the students, because it is considered that the school is the appropriate context to promote the development of the superior psychological functions, using the diverse pedagogical activities elaborated by the professors in an intentional and conscientious way. The theoretical-methodologic foundations of this work are based on the historical-cultural psychology defended by Vygotsky and collaborators, and the type of research we used is qualitative and exploratory, because the sample is composed by ten professors who have Graduation and Masters Degree. The instruments we used for the collection of data were semistructuralized interviews and two sessions of focal group techniques, with the purpose to go depper in the results that we got previously in the interviews and to argue other aspects that were considered foundamentals to achieve the objectives of this work. The reached results focus on the necessity to search alternative pedagogical mediations that can offer conditions for the development of the theoretical thinking, by the ampliation of the use of elaborated language, transforming the conceptual domain into an educational tool that transforms the superior psychological functions in the students of graduation courses. However, before this change it is necessary that the professors, responsible for the formation of new educators, dominate the process of formation of concepts, as well as understand its implications in the human cognitive development.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-16T18:41:39Z No. of bitstreams: 1 Carmem Rejane Antunes Pereira.pdf: 24964692 bytes, checksum: 035f6eb1c8062c88970e228fa4367a2b (MD5) / Made available in DSpace on 2015-04-16T18:41:39Z (GMT). No. of bitstreams: 1 Carmem Rejane Antunes Pereira.pdf: 24964692 bytes, checksum: 035f6eb1c8062c88970e228fa4367a2b (MD5) Previous issue date: 2010-01-31 / Nenhuma / A pesquisa problematiza as configurações da identidade cultural em dimensão comunicacional e histórica, no contexto do grupo étnico Kaingang, focalizando os modos de ser dos públicos e suas interações peculiares com as mídias. Nosso propósito é compreender as marcas do ethos midiatizado, nos entrecruzamentos de culturas ancestrais e contemporâneas, tendo como base a expansão da cultura midiática em condições de desigualdade e de exclusão que constituem a nossa complexa diversidade cultural e a sua expressão no campo comunicativo. Tais configurações são investigadas no âmbito dos vínculos com a televisão e das demandas da visibilidade social indígena, tendo como objeto empírico as narrativas que emergem na história de vida comunicacional dos interlocutores/ouvintes/telespectadores/leitores, os quais têm como redes de pertencimento os coletivos kaingang situados nos fluxos da região metropolitana de Porto Alegre. Na coleta e tradução dessas narrativas utilizou-se metodologia inspirada no pensamento intercultural e na hermenêutica dialógica da diferença, que imbrica reconhecimento e redistribuição, valendo-se dos recursos da história oral, da antropologia e do materialismo geográfico humano, para conjugar a pesquisa de recepção em perspectiva crítica e dialética como história social. Nessa compreensão são relevantes as afinidades de matrizes milenares e comunicacionais, como a oralidade e os gêneros televisivos, num conjunto de mediações sociais, culturais, históricas e políticas identificadas na itinerância, na memória coletiva e na organização política dos Kaingang. O sujeito intercultural, portanto, é entendido nas relações de sobrevivência material e simbólica nas cidades, na luta pelos seus territórios e na sua percepção como índios de tradição, e na sua construção histórica como públicos, mediante estruturações de gostos, competência, interpelações e conflitos frente às imagens do índio midiático, que evidenciam os embates para demarcar o seu lugar no campo comunicativo, como ambiência compartilhada e como arena social do sentido. Dessa forma, a identidade cultural é traduzida em multiplicidade constitutiva, articulando luta pela terra e afirmação étnica, através da temporalidade dos telespectadores e cidadãos, na mestiçagem entre culturas ancestrais, globais, locais, urbanas, hegemônicas e contra-hegemônicas, que tecem as formas nativas de visibilidade social no campo comunicativo. / This research problematizes the configurations of the cultural identity in the communicational and historical dimensions; within the context of the ethnical group Kaingang, focusing on the public?s way of being and their peculiar interactions with the medias. Our goal is to understand the marks of the mediated ethos in the intersections of ancestral and contemporary cultures, having as a base the expansion of the mediatic culture in inequality and exclusion conditions which constitute our complex cultural diversity and its expression in the communication field. These configurations are investigated in the scope of the links with television and the demand for an indigenous social visibility, having as an empirical objective the narratives that emerge in the histories of communicational lives of the interlocutors/listeners/TV viewers/readers that belong to Kaingang groups situated in the metropolitan region of Porto Alegre. During the collection and translation of the narratives, a methodology inspired by the intercultural thought and the dialogic hermeneutics of difference, which imbricates recognition and redistribution, using the resources of oral history, anthropology and geographical human materialism, in order to conjugate the reception research in a critical and dialectical perspective as social history. In this comprehension, the affinities of millennial and communication matrices, as the orality and television genres, in a set of social, cultural, historical and political mediations identified in the itinerancy, in the collective memory and in the political organization of the Kaingang. The intercultural subject is, therefore, understood in the relations of material and symbolic survival in the cities, in the fight for its territory and in its perception as Indians of tradition, and in its historical construction as public by the structuring of tastes, competencies, interpellations and conflicts in relation to the images of the mediatic Indian, which show the clashes to demarcate their role in the communication field, as shared ambiance and as social arena of sense. This way, the cultural identity is translated in constructive multiplicity, articulating the fight for land and ethnical affirmation, through the temporality of TV viewers and citizens, on the mixture of ancestral, global, local, urban, hegemonic and counter-hegemonic cultures, which compose the native forms of social visibility in the communicative field.

Les Sciences de l’Information et de la Communication ayant nouvellement investi les services en ligne et en particulier le domaine du e learning- largement occupé par les sciences de l’éducation, les sciences cognitives, la psychosociologie ou encore l’informatique- notre objectif est d’aborder cette question selon trois figures de pensée rencontrées dans la recherche en enseignement à distance : la substance, la relation et le mouvement. Après avoir envisagé les médiations à partir de la fonction de la substance qui s’intéresse aux caractéristiques des acteurs/actants par rapport au dispositif ou à la nature de celui-ci, on a porté notre attention sur la relation, car c’est depuis ce « entre » que chaque sujet en lui-même va se construire. Il en va ainsi du modèle de communication, lui-même intermédiaire, un « entre ». Dans cette perspective, la communication médiatisée procède d’abord de la qualité de la relation, des situations comme celles qui se nouent entre les registres, comme la dimension technique et les composantes médiationnelles du e-learning. Enfin, avec la figure du mouvement, on s’est affranchi de la figure de la substance et de la relation en les dépassant, pour penser en termes de dynamique et de processus, soit dans notre cas aux modalités de l’agencement homme-machine ou homme-homme. Le modèle qui en résulte semble ne reposer qu’en partie sur la proposition technologique, voire pédagogique, mais sur des formes persistantes de médiation agissant dans le dispositif. La spatialisation des compétences à distance ramène le curseur autour d’un axe médiationnel dans un domaine que l’on pourrait désormais appeler apprentissage intégré («integrated learning ») et qui renvoie à l’intégration de toutes les dimensions d’un objet de connaissance. / The Communication and Information sciences have lately invested on-line services and in particular the field of the e-learning, largely occupied by the sciences of education, cognitive sciences, social psychology or data processing. Our objective is to tackle this question according to the three figures of thought in research in elearning: the substance, the relation and the movement. After having considered the mediations starting from the function of the substance which is interested in the characteristics of the actors/agents compared to the process or nature of this one, we have focused our attention on the relation, because it is from this “between” that each subject in itself will be built. It goes from there thus from the model of communication, in itself intermediary. In this point of view, the mediatized communication proceeds first of all from the quality of the relation, of the situations as those which are tied between the registers, such as technical dimension and the mediational components of the e-learning. Finally, with the figure of movement, we freed ourselves from the figure of substance and relation by exceeding them, by thinking in terms of dynamics and of process. Thus in our case thinking according to the process man-machine or man-man, which calls for an “engineering”. The model which is implied seems to rest only partly on the technological, even pedagogical proposal, but also on persistent forms of mediation acting as a process. The spatialization of e-learning skills brings back the cursor around a mediational axis in a field which we could from now on call “integrated learning” and which sends back to the integration of all dimensions of an object of knowledge.

This licentiate thesis is based on visual art didactics and the school subject visual art, but focuses on the design process in a college design education. The aim is to explore and understand the innovative and exploratory learning processes and the importance of visual mediation in this context. With a phenomenological approach the study focuses on design students experiences in this context. These experiences are made subject on reflection and formulation, through phenomenology and visual semiotics. The empirical materal of the study consists of interviews and sketches and images collected from student workbooks. The results of the study show that the design process does not occur by itself among the students. It must be learned. The need for learning probably also applies to the processes of creative learning in other fields. Furthermore, the results indicate that the process is best understood and appropriated in pragmatic learning situations. Three kinds of visual representations of the basic aims of process work are identified in the analysis: images for communicative purposes, images for reference and discussion purposes and images as a support for one's own thinking. From the perspective of visual art dididactics the results of the study reveals four important dimensions, wich may be of relevance as a fundamental didactic structure in efforts to promote understanding of a practice-oriented learning in context of visual mediations. Together with a split vision guiding principles, existing premises and action-based learning processes may provide a supporting unit in this structure. Based on the results, it seems important that pupils and students have the opportunity to learn to master and appropriate the creative process in order to use it in an investigative purpose. Considering the structure of the process, a didactic model can facilitate learning and at the same time provide a valuable complement to the subjective approach of inspiration in the aestetic learning process. In summary, the results of the study indicate that the fields of design and didactics are related to each other and that the field of design training can bring knowledge and experience of exploration and creative learning processes to the school subject visual art.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-18T16:50:01Z No. of bitstreams: 1 Amanda Yara Generozo.pdf: 2567771 bytes, checksum: 65dd9db4e5caa669e75edd964f15a1be (MD5) / Made available in DSpace on 2016-08-18T16:50:01Z (GMT). No. of bitstreams: 1 Amanda Yara Generozo.pdf: 2567771 bytes, checksum: 65dd9db4e5caa669e75edd964f15a1be (MD5) Previous issue date: 2015-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present research is intended for bringing a reflection about the reception processes of cultural products by child viewers. The questioning lies in investigating it, making use of the theoretical framework of communicative mediations of culture and full focus on audience, that is, the manner how children aged between 7 and 12 interact with audiovisual stories, especially animated television series, in order to understand, from this perspective, the acquisition and the production of meaning in daily life, taking the interpretation of the cartoon Doug Funnie as basis. As methodology, the study applies literature review combined with a discussion group guided by the theoretical and methodological model of multiple mediation formulated by Guillermo Orozco Gómez, based on the mediation paradigm of Jesús Martín-Barbero. The reception research, carried out in the school environment, verified that media communication has a dialogic nature and implies recognition and projection of the viewer with the fiction universe. Therefore, the production of meaning in what concerns television cartoon is not contained in the audiovisual scenario, but in the social and cultural context in which interlocutors relate with each other and with the media. From this interaction, understanding and development of cultural products emerge, then signaling that the interpretation of the child viewers reveals their particular manner of seeing the world. / Esta pesquisa propõe uma reflexão a respeito dos processos de recepção de produtos culturais por parte do telespectador infantil. A problematização está em investigar, valendo-se dos referenciais teóricos das mediações comunicativas da cultura e do enfoque integral da audiência, como as crianças com idade entre 7 e 12 anos interagem com as narrativas audiovisuais, especialmente com a série de animação televisiva, para desta perspectiva compreender como se dão a apropriação e a produção de sentidos no cotidiano, tomando-se por base a interpretação do desenho animado Doug Funnie. O estudo emprega como metodologia a revisão de literatura combinada ao grupo de discussão norteado pelo modelo teórico-metodológico da mediação múltipla formulado por Guillermo Orozco Gómez, com base no paradigma das mediações de Jesús Martín-Barbero. A pesquisa de recepção, realizada em ambiente escolar, constatou que a comunicação midiática é de natureza dialógica e implica em reconhecimento e projeção do interlocutor no universo da ficção, assim, a produção de sentidos em relação ao desenho animado não está contida no audiovisual, mas no contexto sociocultural no qual interlocutores relacionam-se entre si e com os meios. E desta interação emergem a compreensão e a recriação dos produtos culturais, sinalizando que as interpretações do telespectador infantil revelam a sua maneira de ver o mundo.