The Media and Contemporany Learning

Prof. Luciana Corrêa de Almeida*

Prof. Dr. Magda Chamon**

This paper was selected for the II Conferência do Desenvolvimento Cirucuito de Debates Acadêmicos das Ciências Humanas/IPEA/Brasília/2011, in the section Communication and Development. https://www.ipea.gov.br/code2011/chamada2011/pdf/area9/area9-artigo3.pdf

SUMARY

Keywords: communication, education and culture

In this paper we discuss the current crisis that is permeating education and its impacts, reflecting on various influencing aspects of capitalism, and the contribution of the media in this context. The bureaucratic logic and rational approach adopted by schools in the post-modern era, which follow the business model of productivity and hierarchization, result in individualism and technicality superseding collectivism and subjectivity. We will highlight the impact of the media and its perspective as a mere confiscator of time for reflection, with the power of images and immediacy, as well as the counterpoint of teaching experiences that use these means to develop dialogic and critical teaching methodologies. These issues are highlighted by contemporary authors who, within an ideological perspective, note the challenges of education and the importance of media when it is used as more than a mere information transmission tool or a simple form of domination. It is perceived by another school of thought as enabling the creation of socio-educational content, and practices of multiculturalism and citizenship.***

*Master's Degree in Education from the University of Minas Gerais (UEMG), with research in the field of communication, culture and popular education of young people. Journalist and public relations at the Catholic University of Minas Gerais (PUC-MG) - Email: [email protected]

**PhD in Education. Teacher, researcher and coordinator of the graduate program at the Faculty of Education, University of Minas Gerais (FAE-UEMG) - Email: [email protected]

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1. Academic rationality and alternatives that may represent its disruption

In contemporary times, education is governed by neoliberal business management logic, so that schools and teachers have to adapt to a set of characteristics that comply with the rules and bureaucratic systems. Donaldo Bello and Lia Faria (2004) highlight that education was restructured from the perspective of globalization, with its reforms guided by the diagnosis of multilateral financing agencies and others, such as the Inter-American Development Bank (IDB), the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the United Nations Children's Fund (UNICEF). They all point to the decentralization of education, with a restructuring of its public management, and delegate the responsibility for providing education to all sectors of society. Jo?o Barroso critically analyzes the trend of transforming education into a product:

Under the appearance of a single market, there are distinct submarkets where the 'consumers' of education and training, socially differentiated, are offered products of an unequal nature and quality... The central objective is no longer adequate education and employment, but for the 'educational market' to work in conjunction with the 'labor market', even if it necessitates creating a 'market of the excluded' (to use Dominique Glassman's expression). (BARROSO, 2005, p. 10).

Thus, education measured by grades, tests, reports, exams, and all the objectivity that permeates this technical logic, overrides subjectivity, emotion, dreams, and the sense of collectivism and common good achieved by acquiring knowledge and reflecting, challenging, and searching for political and social alternatives that should also be managed in education.

And in this context, the implementation of these processes that supersede the real purpose of education is clear. Andy Hargreaves points out that Robert Merton calls this goal displacement, and describes that this would be an event in which "we are so fascinated by the means through which we pursue our goals that they come to take the place of the goals themselves. The original goals are then neglected or forgotten (HARGREAVES, 1998, p.26)".

Thus, these procedures and continuous assessments impute a rational and monocultural logic in the academic environment, which feeds statistics and encourages competition between schools for student-customers looking for the biggest or best knowledge-product. Andy Hargreaves (1998) highlights the malaise of the modern era guided by these aspects, in the context of secondary education symbolizing mass education and its attempts to meet the needs of the market.

Schools have also not been places of tolerance and acceptance of social differences in race, gender, sexual orientation, religion and youth culture. Their core curriculums do not incorporate the histories of these groups, but a hegemonic culture, as is the case in Brazil: the white, Catholic, male and elite. The result is a discriminatory education that affects students and teachers with paradigms and tensions arising from cultural differences, moving these historical subjects away from the acceptance, assimilation and understanding that something different is not necessarily a threat, and that it is important to learn and experience different habits, beliefs and values. As pointed out by Jurgo Torres Santomé (1998) in highlighting the school's function as a space and time to get to know, respect and experience cultural diversity:

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The preponderance of views and/or silencing of reality, through strategies such as those mentioned, contribute to ethnocentric attitudes that tend to explain everything using hierarchical comparisons or exclusive dichotomies between "good" and "bad". This is one of the ways to build and reinforce stereotypes and prejudices about marginalized groups and people without power and, consequently, to assign to them exclusive responsibility for the situations imposed upon them (SANTOMé, 1998, p. 138).

In this context, a form of sterility of human sensitivity reigns, and the notion of the collective is lost. Pedagogy is delimited by objectives to be achieved, where the world of reflection, self-knowledge, and dialogic and critical thinking are disregarded, creating what Jean-Fran?ois Mattéi (2002) calls the "barbarity of education”. This means that ignorance prevails, disregarding the value of other people's work as barbarians limit themselves to their own benchmark, looking only to themselves. Thus, they judge only one parameter of excellence, helpless due to their inability to create original works, destroying everything that they are not capable of creating. For them, the present moment is the end of everything and the existential void is full of negativity. The school that barbarians attend, which should be a space for improving human training, is dominated by inhumanity, confusing the territory of the family and the city with its real "locus", the territory of reflection.

Thinking of a pedagogy in contrast to this rationality, DEWEY (1995), citing MATT?I (2002), states: "Since education is a social process, the school is simply a community in which all the most effective means of action are concentrated to encourage the child to take advantage of the inherited assets of the race and to use their own abilities for social purposes (MATT?I, 2002, p.191)".

Based on this perspective, Martin Carnoy (2009) presents the Cuban experience, which stands out in Latin America due to the collective superseding the individual, in contrast to the exacerbation of the reverse. In studies conducted by UNESCO in 13 Latin American countries in 1997, of children in the 3rd and 4th school years, it was established that Cuban children achieved higher grades in mathematics and language. Among the aspects mentioned by the author, many of which converge with the ideals of Dewey mentioned above, the data collected in this research allows us to highlight some of the factors that contribute to better academic performance. The first is that the state assumes public responsibility for education, and not just by financing it, contrary to that advocated by liberalism and globalization. In addition, the requirement for high school students to perform 20 hours of manual labor per week, the housing shortage, and the strict control of the Cuban government regarding manual labor, including job changes, ensures that students remain in the same school for a long time, which does not generate a high turnover, and consequently, a drop in school performance. Another point is that Cuban parents have higher levels of education than most parents in other Latin American countries, resulting in the fact that Cuban families are more willing to engage in the academic performance of their children. And finally, teachers devote more time to the needs of each student, with only group questions being discussed collectively. The higher educational performance of Cubans is the result of several other factors related to the design and implementation of the teaching and learning process. The author also points out that the poor infrastructure conditions in the country are one of the few factors that coincide with Brazil and Chile. In this sense, this argument denies that infrastructure is a key factor in education.

This is therefore an example of academic success outside a capitalist economy, which is averse to the generalization and privatization of education. As is known, the

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management of educational processes is a state responsibility, despite progress in the field being the responsibility of an authoritarian government and some inefficient aspects, such as the economy.

In this respect, we can describe some of the initiatives that have been developed. There is the case of the non-governmental organization, the Popular Culture and Development Center (CPCD)1, which began operations in central Minas Gerais, in Brazil and proposes valuing diversity and popular knowledge. From this perspective, the proposal of the CPCD is in line with what Boaventura Souza Santos calls the "ecology of knowledge", as a possibility for dialogue between popular knowledge, in this case generated by the NGO, and the objective content of academic education.

The first project developed by the CPCD - the Sementinha (“Little Seed”) - involved children aged 4-6 years discussing themes that were placed on a wheel (now called the Pedagogy Wheel) by them and their families, such as stories of ancestors and recipes, with the aim of encouraging socialization, literacy and school-family-community interaction. Decisions were later made and proposals from all participants were considered, with no ideas or people being excluded. Today the Sementinha project is also being used in other regions, such as Santo André (S?o Paulo, the richest state in Brazil). It was adopted as public policy by the municipality as one of its initiatives to create book boxes, or mini libraries with books and texts by children and people from the community, which circulate through several areas of the city of S?o Paulo.

Another of the NGO’s initiatives, which stands out for its flexibility and how it allows the student to incorporate education into their local routine, was based on the fact that children spend about two hours on the bus to get to and from school. The alternative suggested was to put teachers on buses, to start the learning process sooner.

Ti?o Rocha characterized the methodology developed by the CPCD as an informal education method aiming to pursue "different and innovative ways" to educate, improve literacy, and generate income. When led by an anthropologist, mothers from the community were keen to use their knowledge to become educators, and to reverse the social exclusion in their region. One mother used her knowledge to start teaching cooking classes, aimed at improving literacy by teaching students to make "word cookies" - dough shaped into letters, words and phrases, which generated interest in the alphabet in a different way to the formal academic methods. Another example was the reinvention of musical chairs. As the game originally excluded participants, those who were “out” became the chairs. The children, when faced with nowhere to sit, have to use their arms and legs as supports for each other, encouraging collaboration rather than competition. This is as in soccer, which does not highlight single star players because all the players are part of a group and seeks to prioritize solidarity over competitiveness. 2

Another example is the Bornal de Jogos (“Bag of Games”) project, which encourages children and young people to create games from scrap and recyclable materials. Today it boasts a collection that includes more than 300 types, to teach subjects like mathematics,

1The CPCD was founded in 1984 by the anthropologist, folklorist and educator Ti?o Rocha. He began working in Curvelo communities with activities that involved popular education and community development based on the culture, which became the raw material for her institutional and pedagogical work. Later, her projects spread to Vale Jequitinhonha, Vale do S?o Francisco, Vale do Rio Doce, Alto S?o Francisco, and now other states such as Espirito Santo, Bahia, S?o Paulo, Maranh?o, and even in Mozambique and Guinea-Bissau.

2Interview with Folha de S?o Paulo (one of the most prestigious newspapers in Brazil) Special Section, 22/11/2007 - p. 05

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Portuguese, science, history and geography in a fun way, in addition to discussing citizenship, logic, reasoning, ethics, violence, sexuality and human rights.

The CPCD activities use the knowledge of the popular culture of the communities where they operate, from the perspective of ownership of historically systematized content. This is achieved through use of a symbolic constructivism that provides greater pedagogical effectiveness than rational constructivism, as shown by Carlos Amadeu Byington (2004). That is, practicing a sport, taking a cooking class or making a toy can instigate reflection on concepts such as citizenship and community, while also helping people to understand the concepts of the exact, biological, or human sciences that should compose the field of knowledge to be transmitted to the students, but in a way that establishes meaningful relationships with their daily lives, their world and their culture, and from aspects that unite objective and subjective knowledge.

We emphasize the fact that Boaventura de Souza Santos argues that the most effective resistance to globalization is found in actions like these movements that promote local economies and communities, in the rediscovery of the meaning and place of the community, in conjunction with exterior forces but not dependent on them (SANTOS 2001, p.74-77).

2. Media and Educommunication

Several researchers point out the power of the media as a driver of the Cultural Industry. This concept was originally created by theorists from the Frankfurt School, Theodor Adorno (1903-1969) and Max Horkheimer (1895-1973), in their paper, Dialectic of Enlightenment (1947). They analyzed the production and function of culture in capitalism and applied the above concept in order to define the use of communications media to disseminate the ideas of the ruling class for population control, features of cultural production in the capitalist system.

The researcher Olgária Matos (2006) made a list of practices that permeate reading and writing, as a possibility for reflection and a path toward vitality for a humanistic education. She denies the possibility of contribution by the media culture and entertainment, which is guided by images, immediacy and consumption promoting alienation:

Moral (taking responsibility away from the individual) and political (passivity) indifference maintain close relationships with the mass media. Democracy - as a joint effort of actions and decisions - is replaced by the monopoly of information available in the media (...). The large daily press is a collage, a montage of the "news": military propaganda and disarmament, the nuclear bomb and the disposable diaper, mass murder and pet-food, all are equal. In this respect, the television media is "zero media". It requires no attention, and maximum distraction (MATOS, 2006, p. 21)

In this context, the media are seen as mere transmitters of information, reaffirming a passive recipient before a biased issuer, represented by the media. The media produces homogeneous content, which is consumed in various countries, portraying the local culture of its place of production, like American films and TV series, for example, and international news that addresses the perspectives of major international news agencies in order to propagate their ideology, generating biased information. Educational processes are also influenced by this scenario, which encloses its subjects and makes it simple for consumers of a merely objective technical education, compared to a reality of overriding information,

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images and sounds. Jean Mattei reaffirmed this perspective by arguing that the "real space of the school, where what is said and what is proclaimed is in the open, is preceded by the virtual space of the television, closed in on itself, autocratic and self-referential (MATTEI, 2002, p. 185)".

Asa Briggs and Peter Burke state that various aspects must be considered before affirming that everything got worse under the influence of the media, and that there was no continued progress after its appearance. The authors suggest that "the media must be seen as a system, a system in constant change, in which various elements perform roles of varying prominence (BRIGGS AND BURKE, 2004.16)”.

Thus, media communication does not only present the negative aspect that provokes exclusion by distorting the notion of rights that are opposed to the model of citizenship. It can also be used as a space for discourse, for provoking thoughts in a dialogic form, and for expressing the different, the other, which previously had only been known in literature.

It is worth noting that the first proposal for the use of a means of communication in support of education in Brazil was an initiative suggested by the anthropologist and educator Edson Roquette-Pinto, who in 1936 gave the federal government the first Brazilian radio station for disseminating educational information, the Ministry of Education Radio (MEC Radio). In 1961, radio schools were created by the MEB, Movimento de Educa??o de Base (Grassroots Education Movement) in the North and Northeast of Brazil, which are highlighted by José Peixoto Filho (2010) to describe how the radio was an important pedagogical tool in the development of local activities, in classrooms and in communities.

Nestor Canclini (2003) points out the importance of communication in promoting interculturalism, that is, cultural exchanges and the opening of borders, providing exchanges of people and their knowledge. There is an example of this in the audiovisual field, in email, and even in print media, whose daily editions are distributed in several countries outside their country of origin, allowing family and friends to connect and share information and networks, which previously would have taken weeks or months. Some media sources or international organizations critical of globalization take advantage of this to expand their influence to other continents, such as the newspaper Le Monde Diplomatique and the environmental NGO Greenpeace.

In today's world, these same techniques can be effective in the learning process, such as the use of the internet and social networks, depending on how mediation between the subjects is organized. The use of communication in these processes should not be a "fad", like others that education has undergone, but an instrument to provide the appropriation of scientific knowledge in order to enable the development of intellectual potential in academic subjects and to reflect ethical values and principles, as well as cultural diversity and the promotion of intercultural dialogue.

José Marques de Melo (2006) presents a line of research that links education to communication, called Educommunication. This term was created by the Argentine Mário Kaplún3 in the 1970s, to describe a field of social intervention that consists of a set of actions designed to create and strengthen communicative ecosystems in formal education or environments of informal development, in person or virtually.

3 Mário Kaplun tried to give access to education through communication and radio to the disadvantaged populations. He was inspired by the French Celestin Freinet and the Brazilian Paulo Freire. He developed projects in countries like Argentina, Uruguay, Venezuela, the Philippines and the United States.

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The researcher in the field, Ismar Soares, presents the educommunicative response - given the crises of the capitalist society model, the new relationships established with technology, the hegemony of entertainment, the transformation of the relationship between school and the media throughout recent history – because "(...) not only sees the school as a victimized device that needs changes, but is expressly aimed at the set of all processes that integrate the media in the broader context of cultural mediations, which needs to be rethought (SOARES, 2009, p.10)”.

From this new perspective, the new technologies arising from the media environment may generate opportunities for social actors, whether in schools or non-school learning spaces, to expand and project their points of view. Be it via the internet, cell phones, handheld cameras, social networks or video productions, children and young people can portray their reality and their culture, outlining their aspirations or even contributing to the achievement of them, as well as exercising the role of a citizen in their communities. And the importance of these educational activities, many of them conducted by non-governmental organizations and/or social movements, is highlighted by Cicilia Peruzzo (2002), who attributes the participation of the media as a mechanism that facilitates the expansion of citizenship, since these subjects carry out community activities. She points out that this is an educational process outside the classroom, which gives people the opportunity to change how they see the world and relate to it, adding new elements to their culture.

Contemporary researchers believe in the need for formal education to incorporate practices that integrate the media into education, creating an environment favorable to the instigation and provision of options for young people approaching the school environment. These practices depend on the worldview of its managers and/or organizers, and should incorporate the language, content and pedagogical mediation instruments of interest to the students. Geneviève Jacquinot highlights the need for formal education to accept the pedagogical possibilities of the media:

...in the educational plan, one of the current challenges is to confront traditional methods of education and appropriation of knowledge, and the "media culture" of the students, so that education serves to promote both the critical spirit of the citizen and the analytical ability of the student. (JACQUINOT, 1998, p. 02).

Similarly, J. Gimeno Sacristán (1999) discusses the importance of audiovisual media outside the classroom, completely dominating the leisure time of children and young people, which introduces a challenge to institutionalized education. The concern of educators must be resolved with the inclusion of an "approach to studying new media and its influence on the school curriculum (...) its suitability for incorporation into school practice without betraying basic academic objectives, and how it may lead to a breakdown of the content of the 'curricularized culture' (SACRISTáN, 1999, p.202)".

Some initiatives in public and private schools in Brazil are already trying to break away from the traditional system. They perform educommunicative practices with their students, even making them the subject of research and reports for meetings, seminars and publications. In this paper, we highlight the research conducted by the State University of Londrina, which provided radio workshops to students in their third and fourth years at the Olavo Soares Barros School in Cambé, Paraná, from August 11 to December 8, 2008. The Municipal Education Secretary recommended the school to the researchers, who detailed the process and its results in a paper. The methodology initially adopted was to list the themes that affect the lives of young people, such as the history of the school and

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Olavo Soares Barros, news and information associated with the daily life of their community, and the news related to their city or region. The students were then encouraged to reflect on problems and situations involving these themes, and on how to help make changes. Next, the workshop focused on the media, particularly on radio, and held activities to stimulate auditory perception, listening exercises, and media reception, in addition to presenting some programs so that the students could become familiar with typical radio language. Finally, short radio broadcasts were produced using the research conducted at the beginning of the study.

An evaluation with parents, students and teachers was essential in order to identify the effective contribution of such initiatives in the school environment, and was detailed by researchers DELIBERADOR and LOPES (2011). Parents found that their children became more involved and committed at home, holding more dialogue with the family, as well as showing more involvement in current issues, with a more critical and participatory approach. The teachers highlighted the improvement in student behavior in the classroom, noting that they were more active and questioning. The school's director stressed the importance of activities outside the classroom for greater socialization of young people, since this kind of informal education stimulates expression and a different method of learning, through critical thinking beyond school content and the work carried out by students on given themes, which assist in the construction of their knowledge on their surroundings. In the end, the students reported that the workshops fill their spare time, and in addition to deepening their knowledge of processes and the media, the research on the city and their school was also relevant, and the activity encouraged better relationships with other people.

An example of an out-of-school initiative is the Young Citizenship Network (RJC), by the NGO Community Image Association (AIC)4, which coordinates hundreds of groups and youth movements in Minas Gerais, especially in the Metropolitan Region of Belo Horizonte (RMBH). Its purpose is to make initiatives in the fields of culture and citizenship spearheaded by young people more prominent, as well as to encourage debate and reflection related to adolescent life. The main focus of the Network is the production of television programs that will air in the state (on Minas Television Network since 2004) and on national television (TV Brasil since 2009) every week. The initiative also has dozens of productions in print, on the radio and at news agencies.

The initiative was started by students and teachers of the Social Communication course at UFMG, the Universidade Federal de Minas Gerais, as a result of meetings with more than 100 groups and institutions involved in establishing youth projects for communication and citizenship. The institutions recommended young people who conducted initiatives in the fields of the arts, culture and citizenship, to be "correspondents", to propagate a community communication network in 9 regions of Belo Horizonte. A total of 54 young people were involved, 6 from each of those regions, with the Young Citizenship Network having started productions in various forms of media in 2003. The network is expanding and so are the complementary activities conducted by these

4 The Community Image Association is an NGO founded by students of the Federal University of Minas Gerais (UFMG) in 1993, in Belo Horizonte, which develops communication workshops and initiatives, involving audiovisual productions and electronic and print media. Their actions include the participation of various groups: homeless people, users of mental health services, residents of villages and slums, schools, NGOs, community human rights initiatives, and groups that conduct cultural projects and social mobilization.

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agents with the community. Several awards have been won, such as the National Human Rights Prize, awarded by the President of the Republic (2003), the UNESCO Social Technology Seal (2003 and 2005), and UNIAL Recognition (2005), also received by the Cuban Film School, among other global teaching institutions.

We emphasize a concern regarding the fusion of objectivity and subjectivity in the Young Citizenship Network process, when verifying the methodology of reinvention of the audiovisual language created by these agents, proposed by the project creators: "When we confronted this data from everyday experiences with technical appropriation, a new world opened in front of us, with countless possibilities for the reinvention of the language, essentially collective, diverse and full of contributions from the ways of life of the participants (MELO, BRANDAO, BRITTO, LEONEL, TEIXEIRA, ASPAHAN AND DE PAULA, 2006, p.44)".

Both initiatives represent alternatives in spaces, cultures, age groups, and distinct managers, one for academia and the other for young communicators involved in youth social movements. But both promote an active participation of the subjects involved, promoting an interest in researching their culture and aspects of their surroundings, arousing interest in knowledge from the languages that are around them and affect their interests and lives.

3. Final Considerations

It is necessary to break from the standards of rationality and the unproductive hierarchization of academic spaces and to identify, in the formal and informal learning environments, initiatives where local cultures are not only respected but valued in the educational processes, from the social subjects involved in them (educators, students, community members and parents) and from the perspective of solidarity and citizenship. That is, it is necessary to develop strategies and resources that value the cultivation of solidarity rather than the prejudice, competitiveness and homogenization emerging from capitalism.

The arguments and examples above show that the use of communication can contribute significantly to promoting awareness of diversity and fostering the ability to reflect on identities and situations in the learning environment. While we recognize the potentially alienating and generalizing effect of the media in a globalized world, we have to consider their proper use to overcome ineffective teaching and learning models and strategies that do not encourage interaction between subjects. Thus, the fusion of communication and education has been studied, even by the first group of students to take the course in Brazil, which had its first class at the University of S?o Paulo (USP) in 2011. It is unlikely to be just a passing trend to adapt teaching methods, but rather an opportunity to improve pedagogical methodologies with the combination of these two sciences. Further study of educommunicative actions carried out in the country are needed for deeper knowledge of how they may favor students from more diverse geographical areas, social classes, genders and ethnic groups.

Thus, the dialogue between the authors from different social and human sciences, presented here, was an important contribution to realizing the external factors and their diverse origins that will impact on popular educommunicative initiatives.

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