Processos avaliativos em mídia-educação

Abstract

This study investigates how the dissertations published in 2005, 2010 e 2015, which evaluated experiences/policies focused on media education in school environment, analyzed the products of these actions and their parameters. Thus, we consulted the digital platform of thesis and dissertations (BDTD) of the Brazilian Institute of Information, Science and Technology (Ibict). The text search was carried out by crossing the following filters; year of publication (2005, 2010 and 2015), level (dissertation) and keywords (mídia-educação, educomunicação, media literacy). 48 potential studies were selected after choosing the types of analysis and additional criteria were used to select and discard the dissertations. Finally, our research compiled 5 studies; Ramos (2005), Viezzer (2005), Hack (2005), Farias (2010) and Ribeiro (2015). We used 10 categories for their proper understanding; comprehension of media education, experiences/policies´ goals, context, involved subjects, types of action, the applications which were used, themes, promotional methods, self-evaluation and evaluation of results. So, it was possible to identify that the researches commonly presented general positive results considering the actions which were carried out, remarking the benefits of media education to transform the subjects into media producers, contribute to their critical sense, improve their learning process based on individual experiences and media use, etc. However, evaluation´s parameters are not commonly demonstrated, thought these studies lack their criteria´s basis in topics such as involved subjects before media education experiences/policies and distinction between the results that were aimed or measured. It must be mentioned that positive aspects were observed; Brazilian researchers who study this topic usually find new ways of evaluating their experiences and making them viable and possible in other scenarios and reproduce analyzed actions, reinforcing the concepts that media education is adaptable to different social realities, being applicable to young and older students, professionals involved in education need to understand concrete elements that are part of the students’ daily routine and media must have fundamental importance in their lives. So, technological fetish is not sufficient to promote the learning process and reinforcement of citizenship´s critical sense.