Educação midiática e os limites da “alfabetização”: orientações ecológicas para plataformas performativas
DOI:
https://doi.org/10.11606/issn.2316-9125.v28i2p151-181Palavras-chave:
Letramento midiático, Letramentos digitais, Ecologia da mídia, Estudos de plataformas, Estudos de alfabetizaçãoResumo
Recentemente, o debate sobre as “fake news” – e a sua relação com crises epistêmicas mais amplas, do negacionismo climático até o avanço do etnonacionalismo global, renovou a atenção ao letramento midiático na educação. Para alguns, discussões reavivadas sobre letramento midiático oferecem proteção (por exemplo, estratégias para identificar e criticar o viés midiático e a desinformação). Para outros, oferecem empoderamento (por exemplo, equipando os jovens para produzirem mensagens midiáticas que desafiem a desinformação ou representem perspectivas marginalizadas). Neste artigo, consideramos como tais abordagens, embora muitas vezes gerativas, mantêm um foco da pedagogia midiática que centraliza as ações dos seres humanos individuais – a saber, “letramentos”, ou práticas associadas à interpretação ou criação de textos midiáticos.
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