Educação midiática no ensino fundamental: um estudo de caso da disciplina cultura digital na Escola Tabelião Expedito Pereira (Juazeiro do Norte, CE)

Abstract

This study analyzes how the assumptions of Media Literacy manifest themselves in the curricular organization and pedagogical practices of the Digital Culture subject in a municipal public school in Juazeiro do Norte, Ceará. The research develops a qualitative approach, through a case study carried out at the Tabelião Expedito Pereira Full-Time Elementary School. Initially, the study maps municipal public schools with the aim of identifying initiatives related to working with media in elementary education. Then, the research selects the Digital Culture subject as the object of investigation and proceeds to analyze curricular and institutional documents, in addition to conducting interviews with subjects involved in the subject. For data processing, the research uses the content analysis technique, as proposed by Laurence Bardin (2016), developed in three stages: pre-analysis, exploration of the material, and treatment of results and interpretation. From this procedure, the study constructs analytical categories based on the assumptions of media literacy. The results show that the Digital Culture discipline represents an institutional advancement by including the theme of media in the school curriculum; however, they reveal still limited approaches to the critical foundations of media literacy. The analysis also observes the predominance of practices focused on the technical use of technologies, while dimensions related to the critical analysis of media, the understanding of their production and circulation processes, and civic participation appear only sporadically. Finally, this study concludes that the discipline constitutes an entry point to Media Literacy in the school context, but demands greater structural, formative, and pedagogical investment to strengthen the critical training of students in the digital environment.