Educação midiática na formação docente: estabelecendo convergências com as competências profissionais

Abstract

The contemporary media-technological scenario has become an increasingly salient concern in various spheres of society. In this context, the primary focus of discussion has been information consumption in the context of a media ecosystem permeated by disinformation mechanisms. In response to this, media education has emerged as a means of stimulating critical thinking among individuals, thereby fostering healthier media relations. However, in order to incorporate the theme into school environments, teachers must first be trained to deal with media issues in their daily practice. Thus, the main objective of this study is to analyze the media competencies of undergraduate students at the Federal University of Pampa (Unipampa), as well as to identify the relationships between media competencies and professional teaching competencies. Methodologically, this is an exploratory study employing a qualitative-quantitative approach, combining documentary and field research. The study is based on comparative, index, and content analysis. The results indicate a multifaceted panorama of media skills among undergraduates. On the one hand, from a quantitative perspective, the students demonstrate a greater ability to analyze and criticize the media content they consume. However, they face challenges when it comes to identifying risks on the internet and differentiating false information. Conversely, qualitatively, despite acknowledging certain challenges in navigating information consumption on a daily basis, the undergraduates recognize the importance of establishing a critical relationship with the information they consume. This scenario is particularly concerning in the contemporary context, in which the ability to navigate the digital environment safely and with a critical perspective is essential. Consequently, this research indicates the necessity for improvements in public education policies, particularly in teacher training, in order to ensure the incorporation and practice of media education and critical thinking.