To connect or to disconnect

debates about the reflection on Education for the media

Authors

  • Leandro Marlon Barbosa Assis Universidade Federal Fluminense. Programa de Pós-Graduação em Mídia e Cotidiano
  • Alexandre Farbiarz Universidade Federal Fluminense. Programa de Pós-Graduação em Mídia e Cotidiano

DOI:

https://doi.org/10.11606/issn.2316-9125.v23i2p21-33

Keywords:

Educational technology, Teaching practice, Critical reflection, Education for the media, School everyday life

Abstract

The purpose of this article is to discuss the naturalization of the discourse about the improvement of the teaching practice in the schools as a result from the simple introduction of technologies within a school everyday life. For this, we investigate the consumption proposed by Bauman to understand, under Gramscian perspective, the relations with the State and Civil Society and the work of Ideology in the formulation of the media culture. Thus, the hypothesis to be verified of investment in critical education for the media stands as a argument to be verified.

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Author Biographies

  • Leandro Marlon Barbosa Assis, Universidade Federal Fluminense. Programa de Pós-Graduação em Mídia e Cotidiano

    Scholarship student of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
    and Master’s student of the Graduate Program in Media and Daily Life, Department of Social
    Communication from Universidade Federal Fluminense.

  • Alexandre Farbiarz, Universidade Federal Fluminense. Programa de Pós-Graduação em Mídia e Cotidiano

    Professor of the Graduate Program in Media and Daily Life, Department of Social
    Communication from Universidade Federal Fluminense.

References

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Published

2018-12-31

Issue

Vol. 23 No. 2 (2018): Educommunicational interfaces: high school, journalism, public relations and other connections

Section

National Articles

License

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How to Cite

Assis, L. M. B., & Farbiarz, A. (2018). To connect or to disconnect: debates about the reflection on Education for the media. Comunicação & Educação, 23(2), 21-33. https://doi.org/10.11606/issn.2316-9125.v23i2p21-33