Literacia midiática nas aulas de língua portuguesa no ensino médio : desafios e possibilidades.

Abstract

Recognising the importance of media literacy for contemporary society, this dissertation examines the competencies in Languages and their Technologies and the skills of the journalistic–media field of Portuguese set out for Upper Secondary Education in the Base Nacional Comum Curricular (BNCC) and in the Referencial Curricular Gaúcho para o Ensino Médio (RCGEM), with the aim of proposing a guide for Upper Secondary School teachers. To this end, the study departs from the question of how the absence of defined objects of knowledge in these guiding documents impacts methodologies and pedagogical practices in Portuguese language classes at upper secondary level, and which pedagogical strategies can be employed to support teachers in the development of competencies and skills related to media literacy. Through a literature review grounded mainly in the work of Lúcia Santaella, Lars Elleström, Roxane Rojo and Eduardo Moura, combined with documentary research based on a critical reading of the aforementioned documents, this study conducts qualitative research on the topic in order to identify the objects of knowledge of the journalistic–media field. By debating challenges and possibilities for teaching within the journalistic–media field in Portuguese, the study aims to support teachers in reflecting on methodologies that can be implemented in the classroom, based on a teaching proposal that, in alignment with the guiding curricular documents, may contribute to the development of media literacy in Upper Secondary Education.