Abstract:

Media literacy aims to acquire skills, knowledge and attitudes that enable a critical, productive and citizen relationship with the media. In other words, not just the consumption of what the media produces, but conscious action on what is made available to the public, in addition to critical and creative expression. For the performance of teachers, Unesco (2011) points out the importance of developing skills for a pedagogical practice that is “[...] able to create conditions in teaching and learning that maximize the use of various media and other information providers for civic education and lifelong learning [...]” (UNESCO, 2011, p. 29). In Latin America, reflection on the relationship between media, school, teacher training and classroom practice led to the emergence of the concept of Educommunication, defined as a field that “[...] aimed at creating and strengthening communicative ecosystems in educational spaces [...]” (CORTES ; MARTINS ; SOUZA, 2018, p. 12).We understand the educommunicative pedagogical practice as the one that inaugurates, improves, and stimulates educommunicative ecosystems. In order to understand what these educommunicative ecosystems are, a research was carried out with the following problem: what are educommunicative ecosystems and how do they relate to digital culture? The research carried out has a bibliographic nature and had as its corpus of analysis the Coleção Educomunicação (educommunication collection), by Editora Paulina, published in Brazil, with authors from several Latin American countries. In this sense, this research sought to systematize the concept of educommunicative ecosystem, revealing to what extent it is related to pedagogical practice and digital culture. Among the various possibilities found, we point out one that can materialize what an educommunicative ecosystem is and its relations with pedagogical practice and digital culture.

A communicative ecosystem is a set of communicative actions integrated in the management of communicative environments in view of the communicative games involved in the shared production of products and messages and their feedback circuits. In the process of developing an educommunicative pedagogical practice, an educommunicative ecosystem is built, expanded, or inaugurated considering the context of students and teacher training.

An educommunicative ecosystem, in contemporary times, needs to consider the digital culture and the training of teachers with digital skills in the search for an educommunicative pedagogical practice, that is, one that makes it possible to establish criteria for media literacy practices. Thus, conceptualizing educommunicative ecosystems in line with discussions at national and international levels acquires theoretical, strategic, academic, and methodological importance.

References:
[1] Cortes, T. P. B. ; Martins, A. de O.; Souza, C. M. de. (2018). Media education, educommunication and teacher training: parameters of the last 20 years of research on Scielo and Scope Databases. In Educação em Revista. Belo Horizonte, v.34, e200391,2018, p. 1-39. Available at: https://www.scielo.br/j/edur/a/PTmkB4VpY9bGytZd6ggJ8Wj/?lang=en. Accessed on 12 Jul. 2023.
[2] UNESCO (2011). Media and information literacy curriculum for teachers. France: Unesco, 192p. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000220418 Accessed on 12 Jul. 2023.

Keywords:

Educommunicative ecosystem, media literacy, digital culture.