A dimensão comunicativa em práxis de mídia-educação na perspectiva da comunicação comunitária

Abstract

O presente ensaio tem como objetivo apresentar as apropriações sobre a comunicação que justificam e embasam as experiências de mídia-educação na perspectiva da comunicação comunitária. O trajeto percorrido parte do entendimento de que o sentido dado à dimensão comunicativa determina a finalidade das práticas mídia-educativas. Buscamos dialogar com autores que tratam da comunicação enquanto parte estruturante da sociedade contemporânea, como Jesús Martín-Barbero (2011; 2014), José Luiz Braga (2012) e Guillermo Orozco Goméz (2014), cujas análises justificam a educação para comunicação. Por fim, chegamos à concepção da comunicação dialógica de Paulo Freire, que sustenta todo o processo de articulação entre mídia-educação e comunicação comunitária na formação de sujeitos receptores/produtores comunicativos sobre a realidade.

How to engage communities on a large scale? Lessons from World Mosquito Program in Rio de Janeiro, Brazil

“…In public schools, a partnership was made with the Municipal Education Secretariat of Rio de Janeiro and Niterói, and the teachers were trained to work with the WMP Wolbachia Method as an education action in science. After raising awareness about the method, the proposal was that each educator, in an autonomous way, would develop an action for the school community according to its reality, as proposed by Freire 30 , 32 . The understanding of the WMP Brazil team is that the control of arboviruses, the main theme of the actions, could not be discussed in a vertical manner, but rather from a problematisation of reality, since such diseases are, as mentioned above, directly linked to human interventions in nature.…”

How to engage communities on a large scale? Lessons from World Mosquito Program in Rio de Janeiro, Brazil

“…In public schools, a partnership was made with the Municipal Education Secretariat of Rio de Janeiro and Niterói, and the teachers were trained to work with the WMP Wolbachia Method as an education action in science. After raising awareness about the method, the proposal was that each educator, in an autonomous way, would develop an action for the school community according to its reality, as proposed by Freire 30 , 32 . The understanding of the WMP Brazil team is that the control of arboviruses, the main theme of the actions, could not be discussed in a vertical manner, but rather from a problematisation of reality, since such diseases are, as mentioned above, directly linked to human interventions in nature.…”

How to engage communities on a large scale? Lessons from World Mosquito Program in Rio de Janeiro, Brazil

“…In public schools, a partnership was made with the Municipal Education Secretariat of Rio de Janeiro and Niterói, and the teachers were trained to work with the WMP Wolbachia Method as an education action in science. After raising awareness about the method, the proposal was that each educator, in an autonomous way, would develop an action for the school community according to its reality, as proposed by Freire 30 , 32 . The understanding of the WMP Brazil team is that the control of arboviruses, the main theme of the actions, could not be discussed in a vertical manner, but rather from a problematisation of reality, since such diseases are, as mentioned above, directly linked to human interventions in nature.…”

How to engage communities on a large scale? Lessons from World Mosquito Program in Rio de Janeiro, Brazil

“…In public schools, a partnership was made with the Municipal Education Secretariat of Rio de Janeiro and Niterói, and the teachers were trained to work with the WMP Wolbachia Method as an education action in science. After raising awareness about the method, the proposal was that each educator, in an autonomous way, would develop an action for the school community according to its reality, as proposed by Freire 30 , 32 . The understanding of the WMP Brazil team is that the control of arboviruses, the main theme of the actions, could not be discussed in a vertical manner, but rather from a problematisation of reality, since such diseases are, as mentioned above, directly linked to human interventions in nature.…”