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The research underpin this thesis aimed to analyze possible links between
media literacy of teachers and their pedagogical practices in emergency remote
education (ERE) during the Covid-19 pandemic. In the absence of consensus
around a conceptual model for media literacies, a proposal was built in dialogue
with authors in the field of media education and critical studies on technology and
education, adopted as an analytical lens of the data produced in this research. The
field work consisted of two stages: a) application of a questionnaire with teachers
from different regions of the country; b) conducting semi-structured interviews
with teachers who answered the questionnaire and agreed to participate in this
stage as well. The 259 valid responses were submitted to descriptive and
association analysis using the chi-square test. The interviews carried out with 32
teachers sought to understand how they conceived media literacy; what skills they
considered to have in this area and whether there were links between media
literacy and the pedagogical practices employed in emergency remote education
(ERE). In the responses to the questionnaire, most teachers who were taking the
ERE stated that they were quite skilled with regard to the use of media in
teaching. In the interviews, the participants reported that the ERE experience
provided them with greater knowledge about the pedagogical use of the media,
which possibly favored the feeling of more competence in this area. The analysis
of the interviews indicated that most of them conceive media literacy as the use of
media for instrumental purposes (such as technical skills) and didactic purposes
(for teaching curriculum content). Concerns related to surveillance and control of
teaching work and concerns about privacy and public exposure were identified.
The interviews also indicated that knowledge about pedagogical applications of
the media was mainly built on exchanges between peers. Considering the
experience with the ERE, it is proposed that training policies aimed at expanding
the media literacy of teachers include a critical understanding of the functioning
of media systems and their social, economic, cultural, political and historical
aspects. This action shall be structured out of teachers networks, based on the
exchange of knowledge.