Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America

Título traducido de la contribución: Perspectivas docentes para una agenda crítica en educación mediática post COVID-19. Estudio comparativo en Latinoamérica

Julio César Mateus, Pablo Andrada, Catalina González-Cabrera, Cecilia Ugalde, Sebastián Novomisky

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

24 Citas (Scopus)

Resumen

The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.

Título traducido de la contribuciónPerspectivas docentes para una agenda crítica en educación mediática post COVID-19. Estudio comparativo en Latinoamérica
Idioma originalInglés
Páginas (desde-hasta)9-18
Número de páginas10
PublicaciónComunicar
Volumen30
N.º70
DOI
EstadoPublicada - 1 ene. 2022
Publicado de forma externa

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