Mídias e Educação física escolar: caminhos para o ensino-aprendizagem da dimensão crítica da mídia-educação

Abstract

The study sought to develop a media education proposal with high school students, highlighting the following research question: Which pedagogical strategies of media education in school physical education contribute to fostering critical thinking in high school students’ use of media? The objective of the research was to understand the possibilities for teaching and learning the critical dimension of media education in school physical education. This study adopted a qualitative approach of a descriptive and exploratory nature. It was conducted in the municipality of Cajueiro, Alagoas, with a 10th-grade class in the morning session at the state high school, Professora Inaura Casado Costa. Data collection involved observations recorded in a field journal by the teacher-researcher. To encourage student participation, enabling them to express their perceptions and explore the possibilities of critical media studies in high school physical education, pedagogical strategies were developed and divided into nine stages. This elaborated process was the first result of the research: media education, with its concepts and prior experiences found in the literature, led to the formulation of a proposal based on the exploration of the media product “newspaper” and the organization of classes around “journalistic genres” and certain “textual genres” as communicative elements. Data analysis was conducted using Bardin’s Content Analysis (2016). The research findings were developed based on the themes encompassing the critical concepts regarding the media outlined by Buckingham (2022): Media Language, Representation, and Audience. In light of these themes, empirical categories were developed, drawing on the author’s theoretical concepts in conjunction with the research data. The empirical categories developed were: superficiality, the feeling body, virtues in sports media, grade culture, procrastination, objectification of women’s bodies on social media, media dependency, consumerism, and distraction. Therefore, with these approaches developed for teaching and learning through the critical dimension of media education, it is concluded that School Physical Education is a powerful curricular component for the formative development of media education in the contemporary world.