Mídias, mediações e a questão nuclear: uma proposta de mediação institucional e tecnológica nas aulas de Física no ensino médio

Abstract

In this paper, we defended the school's role as an institutional mediator of the media discourse. For the development of mediations, we proposed the use of traditional media and new Information and Communication Technologies (ICT) in the school environment. The need for institutional mediation of media discourse is due to the importance of the media in the formation of social representations we have about various issues, including on socio-scientific issues and also because these representations are responsible for forming our opinions. But the use of ICTs, specifically social networks of internet, is due to the importance of these new technologies in today's society and its potential for teaching, still little explored in the public schools. The social-scientific issue addressed in this paper is the nuclear issue. The choice of subject was due to his controversial aspect of public and social interest and for it has been widely reported in the media. We argue that, like all socioscientific issues, the nuclear issue should be addressed, at school, from the focus on relationships between Science, Technology, Society and Environment (STSE). We created, in internet, the social network "Thinking Physics" in order to, through the sharing of content, promote the participation of high school students from public schools in the discussion on the nuclear issue, thus contributing to the qualitative improvement of the use that young students make of social networks and to the development of technological mediations. To problematize the nuclear issue, we proposed a discussion of the agreement signed in 2010 between Brazil, Turkey and Iran, and to discuss this issue we used four videos aired by the television media and posted on YouTube. Through social networking students had access to the videos and were able to share their opinions through comments. There was broad participation of students in the social network, even though it was optional. The results show us that it is feasible to develop projects that use computers and internet even when school does not have such technology available to students and teachers. We hope this work will contribute to other teachers develop projects aimed at training students in critical and participatory, based on proposals of mediations of media discourse and thus the social networks of internet can become an effective mediation space technology.