Educação midiática na prática: o desafio da avaliação de impacto
DOI:
https://doi.org/10.11606/issn.2316-9125.v29i2p25-39Keywords:
media education, media literacy, fake news, assessment, evaluation methods, educommunicationAbstract
The article examines research and institutional content from Brazil, the United States, and the United Kingdom, mainly, that address the evaluation of media education initiatives. This area of knowledge is growing in recognition, but there is a consensus that data proving the effectiveness of this type of educational approach are scarce. Some challenges are raised regarding the topic, such as the systematization of evaluation methods and the difficulty of projects in maintaining contact with the students impacted. The article also highlights research groups with methods that can serve as a model for evaluating media education initiatives, including Brazilian examples.
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