Legere et interpretari: media literacy as learning methodology
This paper presents a methodology based on the use of various media literacies, applied in workshops integrated with formal courses of Secondary School. The goal is to make the school contents more attractive and contextualized and, at the same time, qualify students and teachers in the field of med...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Fundação Oswaldo Cruz (FIOCRUZ) |
| Repositorio: | RECIIS (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:www.reciis.icict.fiocruz.br:article/1119 |
| Acesso em linha: | https://www.reciis.icict.fiocruz.br/index.php/reciis/article/view/1119 |
| Access Level: | acceso abierto |
| Palavra-chave: | methodology multiple literacies workshop learning experience. metodología alfabetizaciones multiples taller aprendizage experiencia. metodologia letramentos múltiplos oficina aprendizagem experiência. |
| Resumo: | This paper presents a methodology based on the use of various media literacies, applied in workshops integrated with formal courses of Secondary School. The goal is to make the school contents more attractive and contextualized and, at the same time, qualify students and teachers in the field of media languages. The methodology is inspired in Thiollent action research ideas and applies strategies of affectivity and student participation in creating media products (booktraillers, videos, games), whose production enables to reinterpret school contents intensifying their assimilation. The pilot project developed in a public school in the state of Rio de Janeiro (Brazil) proves that affection and previous cultural references contribute to a more pleasurable and contextualized learning. In conclusion, it is reasonable its application in the curriculum, in order to promote better understanding and critical reflection on school programs. |
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