A mídia-educação como meio de alfabetização midiática de adolescentes no ambiente digital permeado de bolhas virtuais

Abstract

The present work, part of the line of research “Training and action of the teaching professional and education practices”, had its origin in the questioning of how teenagers make use of media and means of communication, whether passively or actively, in view of the environment virtual controlled by algorithms that reinforce the social “bubbles” and pre-established concepts through the personal, cultural and daily experience of each citizen. Such questioning becomes pertinent given that being in your own bubble makes the individual feel comfortable and safe, and it is natural for human beings to seek a comfort zone. However, the problem caused by bubbles in virtual environments, which are easily manipulated, is also notorious. Thus, the exponential increase in connectivity expands – in quantity – the groups and concepts of virtual bubbles, which increasingly isolate people. Wit the segregation of opinions and spectrums, the vision of the world that each one has can be, Literally, invisible to the eyes of the next one. To answer the question, the genal objective was to investigate, based on a survey about the use that teenagers make of the means of communication, the media and social networks in general, whether an interventional action, from the perspective of media literacy, contributes for reflection on their consumption of traditional media and means of communication. We opted for a research with a qualitative approach, with and explanatory descriptive design that involved an interventional action, with 34 teenagers aged 16 and 17 years in a situation of social vulnerability, assisted by a non-profit entity, which prepares them and inserts them in the market of work, in a medium sized city in the interior of the São Paulo State. The interventional action was based on media education as a path to media literacy for these young people through the design production and recording of “videocasts”, using inherent resources of journalistic activity, such as production, agenda, script and the interview itself. As methodological procedures for data collection, questionnaires, logbooks, interventional action recordings, analysis of “videocasts]’ and focus groups were used. The evaluation of the interventional action through questionnaires demonstrates que change, in percentages and in a qualitative way, of the perception of the participants on the approached subjects. We believe that the research contributed to the social formation of teenagers, who were able to perceive the influence of virtual bubbles on their worldviews, as well as the importance of press work compared to daily posts on social networks.