The dissonance between what teenagers learn in classrooms and their everyday lives is not a recent phenomenon, but it is increasingly relevant as school systems are unable to follow the evolution of media and society beyond traditional concerns regarding the protection of young people. An overly scholarly view of learning continues to prevail in our society, which seems to marginalize the knowledge that young people develop with and through media and digital platforms. Based on questionnaires, workshops, and interviews conducted with Portuguese teenagers, aged 12 to 16 years old (N=78), attending an urban and a rural school in the North of the country, this paper aims to understand how these teens are learning to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school. The research main results confirm the existence of a gap between formal and informal education. Informal education is mainly motivated by their needs and peer influence. Colleagues and family, alongside the Internet and self-discovery, appear as important sources of knowledge. Another important conclusion is that informal learning strategies contribute to the development of skills and competencies that are useful from a school viewpoint. La disonancia entre lo que aprenden los jóvenes en clase y en su vida cotidiana no es un fenómeno reciente, pero es cada vez más relevante, ya que la escuela no es capaz, evidentemente, de acompañar la evolución. En nuestra sociedad, sigue prevaleciendo una visión demasiado escolarizada del aprendizaje, que parece marginalizar los conocimientos que los jóvenes desarrollan con y a través de los medios y de las plataformas digitales. Basado en cuestionarios, entrevistas y talleres realizados con jóvenes portugueses entre los 12 y los 16 años (N=78), de una escuela urbana y otra rural del norte del país, este artículo pretende comprender cómo están estos jóvenes aprendiendo a usar los medios, lo que les motiva y si lo que hacen con ellos contribuye a la adquisición de capacidades y competencias útiles para sus vidas dentro y fuera de la escuela. Los principales resultados de la investigación confirman la existencia de un foso entre la educación formal e informal. La educación informal es sobretodo motivada por sus necesidades y por la influencia de sus pares. Los compañeros y la familia, junto con Internet y con lo que descubren por ellos mismos, aparecen como importantes fuentes de conocimiento. También se concluyó que las estrategias informales de aprendizaje contribuyen al desarrollo de capacidades y competencias útiles desde un punto de vista escolar.

This paper presents some of the main results of a study conducted with teens from Portugal, Spain and Italy in the scope of the European project Transmedia Literacy. It analyses the media uses and production practices of teenagers aged 12-19 years. The results show that teenagers use the media very regularly but few have complex production and participation practices aimed at an audience other than their peers.Este artículo presenta algunos de los principales resultados de un estudio realizado con adolescentes de Portugal, España e Italia dentro del proyecto europeo Transmedia Literacy. Analiza los usos de los medios y las prácticas de producción de los adolescentes entre los 12 y 19 años. Los resultados muestran que los adolescentes usan muy a menudo los medios pero pocos tienen prácticas complejas de producción y participación dirigidas a un público diferente al de sus pares.

o conceito de educa<;lio para os mediaDe uma forma geral. 0 conceito de Educa<;:ao para os Media diz respeito ao conjunto de teorias e pniticas que visam desenvolver a consciencia critica e a capacidade de iniciativa face aos meios de comunica<;:ao social.Diversos autores que se tern debru<;:ado sobre esta materia (cf. por exemplo, Manuel Pinto: 1988; Cary Bazalgette: 1992) enfatizarn 0 desenvolvimento do espirito critico acerca das produ<;:6es mediaticas e do papel dos media na sociedade. E tambem neste sentido que entendemos a Educa<;:ao para os Media: uma educa<;:ao/forma~ao que visa contribuir para urn uso critico e criativo dos meios de comunica9ao social, em que 0 objectivo nao e apenas 0 desenvolvimento da consciencia critica mas igualmente da autonomia critica dos sujeitos (Len Masterman, 1988 669

This paper aims to explore and to analyse the channels and the five most viewed videos published in May 2017 by two YouTubers-the Portuguese Wuant and the Swede PewDiePie. These YouTube stars were highlighted by a sample of Portuguese teenagers during the fieldwork of the European research project Transmedia Literacy. Based on these two cases, the article intends to identify the main distinctive traits of their productions, focusing on contents, performances and aesthetics, seeking to understand what characteristics make these YouTubers so popular among the young generation. The video analysis reveals complex, hybrid characters whose merit of attracting millions of fans cannot be denied. Their eccentric body language, the preference for easy jokes, the recurrence of slang, and a certain civic apathy are some of the very distinguishing features of these YouTubers.

Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as a key strategy for science learning in the early years. We'll describe the investigative process which supported in real-life educational contexts of a set of Didactic Strategies. We'll focus on the results of the 'Materials Lotto' detailing the results in science teaching and learning in kindergarten. The results show that children mobilize a wide array of skills and attitudes/ beliefs, showing scientific knowledge at different degrees of complexity. We concluded that practical work in science education in the early years is an effective strategy for science teaching and learning, as groundwork for future science literacy of kindergarten children.

This article examines the political and the media discourses concerning the Portuguese governmental program responsible for delivering a laptop named "Magalhães" to all primary school children. The analysis is based on the official documents related to the launch and development of the initiative as well as the press coverage of this topic. The main purpose is to recognize the dominant public discourses and to find out what the media select for the debate in the public sphere. This analysis was done with a particular focus on the critical media literacy framework. The results reveal that the press highlighted the negative aspects of that program and that this framing could have a strong impact on how it was accepted and understood by the public opinion. Analysis also reveals that the governmental initiative was predominantly driven by technological objectives, in particular the access to technology, rather than media literacy objectives.

RESUMENMucho se ha investigado sobre la educación en medios, su importamcia y objetivos. Más allá de las directivas, resoluciones o recomendaciones, la investigación en esta área ha permitido profijndizar y solidificar sus fijndamentos, aJ tiempo que ha facilitado el reconocimiento de sus puntos más débiles u omisiones. Uno de los puntos críticos destacados por la formación y por el trabajo de investigación que se ha desarrollado en la Universidad de Miño (Portugal) durante los últimos 20 años, es la inexistencia de recursos y materíales que puedan utilizarse para la promoción de la educación en los medios de comunicación en diferentes contextos. De esta forma, independientemente de los recursos y materíaJes, se genera la importancia de la transferencia de conocimientos a la práctica, la trascendencia de la mediación del conocimiento producido a su público. Esta preocupación fue la base príncipal del proyecto titulado «Recursos para la alfabetización mediática» llevado a cabo en el Centro de Estudios de Comunicación y Sociedad y financiado por Evens Foundation (Bélgica). Este trabajo presenta sucintamente los procesos de creación y los resultados generados por estos recursos, centrados en tres medios: televisión, videojuegos e Internet y redes sociales. ABSTRACTMuch has been saJd and wrítten about media education, its relevance and goals. Beyond directives, resolutions or recommendations, research in this area has deepened the foundations of media education but has also emphasized its weak points or faults. One of these críticaJ points noted in the training and research work developed at the University of Minho, Portugal, in the last 20 years is the non-existence of resources and materíals that could be used to promote media education in different contexts. But this is not just about the availability of materíals, it concerns the importance of putting knowledge into practice and of mediating the knowledge produced with the appropríate audience. This concern was the basis of the 'Media Education in Booklets' project carríed out by the Society and Communication Research Centre amd funded by the Evens Foundation, Belgium. This paper presents the resources produced by this project in the form of three booklets: the first deals with the mediation of TV at school and at home; the second descríbes videogames, ways of playing, benefits, dangers, creativity and interculturality; the third is about the Internet and social networks, and the new forms of relationships and communication that these allow.

O que são e como se avaliam as competências de literacia mediática dos indivíduos? O que tem sido feito em Portugal em matéria de avaliação deste tipo de competências? Este artigo reflete sobre estas questões e revela o caso português: pouco explorado, limitado, mas em notável crescimento. Aqui se apresentam os estudos portugueses de avaliação de competências de literacia mediática mais significativos, as suas metodologias e principais conclusões. Uma nota curiosa: todos foram desenvolvidos na última década.What are media literacy competences of individuals and how to assess those competences? What research projects have been conducted in Portugal in this specific field? This article intends to discuss on these issues and to approach the Portuguese case: little explored, limited, but in significant growth. Therefore, Portuguese studies on media literacy competences assessment, their methodologies and key findings will be presented. A curious note: all were developed in the last decade.¿Qué y cómo evaluar las habilidades de alfabetización mediática de los individuos? ¿Que se ha hecho en Portugal, en este tipo de evaluación? Este artículo reflexiona sobre estas preguntas y revela el caso portugués: poco explotado, pero en notable crecimiento. Aquí se presentan los estudios portugueses mas significativos acerca de la evaluación de habilidades de alfabetización mediática, sus metodologías y conclusiones principales. Nota curiosa: todos fueron desarrollados en la última década