Da escola para as telas: narrativas midiáticas estudantis e o direito à comunicação

Abstract

The context of curtailment and violation of rights in Brazil is an important marker to generate discussions for guarantying the right to communication, especially through dialogue between public institutions. In a country strongly characterized by private communication monopolies, thinking about public communication policies that dialogue with public schools becomes urgent. In this sense, we defend the thesis that public schools, which gather invisible majorities, in connection with public communication, can promote important exercises to guarantee the right to communication. To understand the potential of student media narratives broadcast in public communication spaces, we sought to identify the significant themes present in the narratives of the program "Intervalo", produced by TV Anísio Teixeira and broadcast by TVE Bahia between 2014 and 2015, to see what these narratives express and communicate and what macro and micro realities they point to. As a significant meeting place for the popular classes, the public school can also be a strategic space to promote educational and cultural experiences that enable not only reflection, but also the development of creative and citizen actions. Thus, from the concept of educations (Pretto, 2017), we delineate two pedagogical paths for the proposed connection to achieve its purpose: pedagogies of production and pedagogies of appropriation and citizen consumption. With a qualitative (Minayo, 2012), multi-referential (Ardoino, 1998) and hermeneutic (Ricoeur, 1988) approach, this work was carried out, methodologically, through the pragmatic analysis of narratives (Motta 2013, 2017), from the identification of issues of signification (Verón, 1997) and the material conditions of presentation of the statements (Maingueneau, 2005). The main results of the research, whose analysis required decolonial and intersectional reading perspectives, is that student media narratives, resulting from the public school - public communication connection, were presented as a powerful strategy for students to express issues related to adolescence and also to their social realities, with political commitment and creativity. The narratives of the Interval Program made visible the vastness of Bahia's territory: its diversity of peoples and accents, geographies, cultures, economies, architectures and biomes. Although the Intervalo was not born in schools and is a discontinued project, it serves as an inspiration and stimulus for initiatives for the production and dissemination of student narratives.