MEDIATIC-VISUAL LITERACY: A HUMAN RIGHT AT SCHOOL

ABSTRACT:

This study is about the relation among media culture and school territory, problematizing the role of the teacher and the school in the mediation of contents mediatically consumed by the students. The investigation debates the understandings and skills that the teachers possess in relation to the didactics turned to Mediatic-Visual Literacy inside their specific school contexts. In methodological terms, has a quantitative-qualitative approach, which central strategy is the action-research (THIOLLENT, 1986). To achieve that, are theoretically-methodologically articulated some concepts, such as: Human Rights (MARTÍN-BARBERO, 2011); Visual Literacy (KELLNER, 1995) and Media Education (BACCEGA, 2001). These notions oriented the empiric research developed with a teachers’ group from the municipal network of teaching in a town of Rio Grande do Sul/Brazil. The work comes from an investigative process of introductory poll, followed by a focal approach. Among the results of the research-action, it was verified with the teachers the absence of a support for the work with media images mechanism and systems, generating insecurities. However, in the intervention accomplished among a small number of teachers, it was possible to give another meaning to some of these fears, presenting other perspectives and offering new thoughts. There was, yet, the joint construction of knowledges, making other looks possible for the critical consumption of media manifestations and the importance of the conscious use of technologies. It’s particularly highlighted the creation of the Guide to Mediatic-Visual Literacy, a document oriented on the study and in the use of photographic language at school, believing that, as this research, will be possible to give opportunity for new ways of thinking and planning the processes of teaching-learning, also making possible to the educators and students the construction of knowledge that enable a more conscious and critic consumption of communicational artifacts, as well as more autonomy and responsibility to use the media technologies as a way of democratic fight and citizen expression.

Keywords:
photography; media; education; human rights