Aprendizagem de educação midiática: desenhando uma interface-aula para ambientes escolares brasileiros

Abstract

This research aims to develop a theoretical-methodological model for media literacy learning pathways in Brazilian school settings. The model is designed to be implemented through the development of scalable pedagogical materials and the testing of their effectiveness. To this end, we draw on the phenomenological theory of interfaces and introduce the concept of the "classroom interface," which underpins the proposed theoretical-methodological model specifically tailored to media literacy education. This model is transdisciplinary in nature, combining approaches from Sociocultural Epistemology and Project-Based Learning in the field of Education, Instructional Design from the field of Design, and Media Literacy from the field of Communication. The adopted methodology was action research, integrating theory and practice through cycles of planning, intervention, monitoring, and evaluation. We developed a scalable prototype to be tested through the multimodal website Desenforma and the online mini-course Desenforma Prof!, both created for use and distribution among Brazilian basic education teachers. These pedagogical resources address topics such as disinformation and cyberbullying, using accessible language for school contexts, and were tested with pilot groups of teachers and students in public and private schools in Minas Gerais. The results indicated positive reception and validation of the content, with suggestions for minor technical improvements, mostly related to tool limitations due to lack of funding. Key findings include the originality of the "classroom interface" concept and its analytical framework; the feasibility of applying the model in real teaching contexts; and the practical contribution to the field of media literacy through free, scalable, and accessible materials. The research thus fulfills its aim by offering a grounded and innovative social return, while also proposing a new perspective on classroom design in complex communicational contexts.