Educação midiática e educação científica: práticas sociais de professores da educação básica em dois contextos

Abstract

Faced with the digital culture and the popularization of Information and Communication Technology (ICT), society encounters new challenges. In this scenario, the articulation between Media and Information Literacy (MIL), scientific education, and civic education becomes increasingly necessary. Understanding that schools and teachers are central elements in this process, and that formative groups are developed in different countries with the aim of preparing educators for the challenges of the 21st century, we turn our attention to two distinct groups: the first, composed of teachers participating in communities of practice in Portugal; and the second, formed by teachers involved in the Sabiá Project (in southern Minas Gerais, Brazil). The objective of this research is to understand the social practices of Brazilian and Portuguese teachers in searching for and sharing information on networks, considering their effects on the scientific and civic education of students. Data were collected through semi-structured interviews and analyzed qualitatively. As results, in both contexts, it was observed that teachers use networks more frequently in a professional rather than personal manner; they exhibit some conflicting perceptions regarding the possibilities and challenges of digital technologies and media; they do not address MIL in the classroom as a specific curricular topic, although they include, in some teaching situations, elements that relate to this literacy. Based on these results, we consider that the social practices of Portuguese and Brazilian teachers in searching for and sharing information on networks present similarities and differences, also resulting from contextual differences and public policies promoting the integration of DICT into the educational context. We also consider that teachers' social actions on media do not necessarily influence their pedagogical practices, highlighting the importance of formative groups, such as those investigated, that aim to improve not only teachers' pedagogical actions but also their individual actions as citizens.