Abstract
The public policies of media literacy gain importance in the face of the transformations of the ways of making communication. And the effectiveness of these policies, within the scope of basic education, may run counter to the receptivity of teachers. This article analyzes the perception of teachers of public education in Fortaleza (Brazil) about educational radio and the orientation they adopt in the development of curricular activities. The research was carried out in 2014, in 21 schools integrated to the More Education Program (PME). The PME, implemented in 2007 by the Ministry of Education, intends to develop a policy of integral education for schools. One of the activities offered is school radio, by the macro field “Communication and Use of Media”. A total of 124 interviews were carried out, among More Education coordinators, teachers and students. The interviews were carried out from a questionnaire of 63 questions. For this article, we focused on the analysis of 31 interviews with public school teachers who made the option of school radio as an activity. The results of the analysis point to a low index of teachers participation in the functioning of school radio, a perception of learning still focused only on literacy and difficulties in the approximation between school radio and classroom.
Highlights
The public policies of media literacy gain importance in the face of the transformations of the ways of making communication
The More Education Program, an action developed by the Ministry of Education (MEC), aims to develop a public policy of integral education for Brazilian schools
Based on the proposal of the More Education Program, in relation to the macro field Communication and Use of Media, there are the ideas that we live in a “media age”, the importance of macro field, that the projects that the schools can implement in the area should privilege the reality of the students
Summary
The More Education Program, an action developed by the Ministry of Education (MEC), aims to develop a public policy of integral education for Brazilian schools. Brazil has been making universal access to basic education for children, adolescents and young people Enrollments at this level of education outnumber the resident population. The integral education, in the definition of the More Education Program (Ministry of Education, 2012), proposes the most complete formation possible for the human being, considering the particularities of social issues in Brazil and feeding on partnerships between ministries and other agencies of the Federal Government It includes, among its concerns, requirements that, in general, are not contemplated in a traditional content view of education and school space, such as the development of specific skills, dialogue between school and community knowledges, protection and basic guarantee of the rights of children, adolescents and young people and concern for public health issues. The school would become part of the community in which it is inserted, in order to be respected and considered by its members no longer as purely bureaucratic organism that, almost by chance, is part of that landscape
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