Media Education Within the National Strategy for Citizenship Education

A Study with Portuguese Schools Integrating the Project for Autonomy and Curriculum Flexibility

Authors

  • Elzbieta Malgorzata Bobrowicz-Campos Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal https://orcid.org/0000-0001-5889-5642
  • Armanda Pinto da Mota Matos Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal https://orcid.org/0000-0003-0802-5870
  • Isabel Festas Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal https://orcid.org/0000-0002-1720-1488
  • Ana Maria Seixas Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal https://orcid.org/0000-0003-3177-5493

DOI:

https://doi.org/10.25749/sis.24720

Keywords:

media education, citizenship education, curricular analysis, pre-school and compulsory education, autonomy and curriculum flexibility

Abstract

As a part of the COMEDIG project, this qualitative study aimed to establish to what extent media education content is present in education projects developed by Portuguese schools under the National Strategy for Citizenship Education. Data were gathered from guiding documents provided online by 227 educational establishments that were part of the Project for Autonomy and Curriculum Flexibility in the 2017/2018 academic year. Once identified, media education content was classified into the categories of access and use, critical reading and analysis, and production and expression. Media education activities were referred in guiding documents of 85 establishments; however, only 55 of them considered their implementation under the National Strategy for Citizenship Education. The classification of media education contents, possible in 20 cases, showed the diversity of implementation strategies. These findings suggest that media education is a domain still under construction in Portuguese schools, requiring a more holistic approach.

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Author Biographies

Elzbieta Malgorzata Bobrowicz-Campos, Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal

Researcher at the Faculty of Psychology and Educational Sciences of the University of Coimbra. She has a PhD in Psychology, specialty in Psychological Assessment, from the University of Coimbra. Her research interests focus on the fields of health sciences and psychology, with an emphasis on successful aging, digital inclusion and exclusion, and evidenced-based health and education practices. She is a member of the COMEDIG project team and integrates Red Interuniversitaria Euroamericana de Investigación ALFAMED.

Armanda Pinto da Mota Matos , Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal

Assistant Professor at the Faculty of Psychology and Sciences of Education of Coimbra University, Portugal, and a researcher member of the CEIS20 (Coimbra's University Centre for 20th Century Interdisciplinary Studies). Her research interests are in the relationship between media, education and citizenship, with a special focus on media violence, cyberbullying and media literacy/media education. She leads the Portuguese team of the Red Interuniversitaria Euroamericana de Investigación ALFAMED. Currently she is the responsible researcher of the project “Digital and media literacy competences in Portugal – COMEDIG” (PTDC/CED-EDG/32560/2017).

Isabel Festas, Centro de Estudos Interdisciplinares do Século XX (CEIS20), Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal

Full Professor of the Faculty of Psychology and Sciences of Education of University of Coimbra. She received her Ph.D. in Psychology of Education from the University of Coimbra, and served as Assistant, and as Assistant Professor at the same University. Her current main research interests and activities are in learning, instruction and curriculum, with a special focus on reading, writing and literacy. She is the author of books, book chapters and articles in national and foreign scientific journals of specialty, in Educational Sciences and Psychology areas. 

Ana Maria Seixas, Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, Portugal

Assistant Professor at the Faculty of Psychology and Sciences of Education of Coimbra University, Portugal, and a researcher member of the Centre for Social Studies at the same University. She has a PhD in Educational Sciences, specialty in Sociology of Education, from the University of Coimbra. Her research interests and teaching activities focus on the fields of sociology of education, educational policies, higher education, comparative education, and education administration and management. 

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Published

2021-10-29