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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Children`s Participation in the Critical Reading of News (SFRH / BD / 80918 / 2011) Patrícia Silveira Communication and Society Research Center (CECS) University of Minho ana_da_silveira@hotmail.com Abstract This work falls within the scope of the activity One Day with the Media, a portuguese initiative which intended to raise awareness of the population to the importance of the media in their daily lives. The journey was addressed to all citizens and coincided with the World Press Freedom Day celebration (3 May), and the 30th anniversary of Grünwald Declaration on Media Education. This paper aims to get to know one of the tasks undertaken in a doctoral thesis, in progress at University of Minho (Portugal), which intends to understand how children make sense of the world, considering that the media are the main drivers of information and constructors of social reality. Our main objective was to understand the connection between children and news, not only in terms of knowledge and perception of content, but also putting them in a perspective of potencial producers and evaluaters of news discourse. For this, we set three specific issues included in a global theme, around which children had to develop a short text: What do you think about information? If you were a journalist, what choices would you do? How do you assess the information? We chose to work with a class of the 4th year (primary school), from a public school. We concluded that children have little interest in news, although they know the main issues aired in the media, especially in television. In general, persists the idea that the media portray negative themes, as the economic crisis. Children consider that journalists should choose to bring out more positive news for citizens. Journalists` work is recognized, and these are often associated with hard-working heroes who seek the truth, sometimes risking their life, in favor of information. Keywords: News, Children, Participation, Media literacy. 1. Introduction This work is part of a doctoral thesis entitled Representations of Current Affairs by Children: ways that cross between reading the world and news media, in progress at University of Minho. We want to know how children make sense of the world, based on the idea that the media are the main drivers of information and construtors of a symbolic environment. 189
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices In this paper, our main objective was to understand the connection between children and news, not only in terms of knowledge and perception of content, but thinking of them as potential producers and evaluators of news discourse. For this, we chose to apply a qualitative methodology framework, called reflexive text, because we believe that children have language and writing skills, which enable them to develop critical and autonomous texts. We chose to work with a group of children aged 9 to 10 years old, attending a public school in Oporto district (Portugal). We consider that it`s essential that children get informed and talk about their media experiences, especially with regard to the news. Give them space to discuss the contents, focusing on their participation in media relations, is a fundamental dimension given by the Convention on the Rights of the Child (1989). At the same time, engage and awaken children to the issues of today, constitutes an important step to raising awareness and encouraging critical thinking about media and its role in society. This is not to be skeptical or cynical, as advocated by Evelyne Bévort, delegated director of the Centre de Liaison entre L’Enseignement et des Médias d’Information (Clemi). The purpose is to have interest and curiosity and at the same time, being autonomous about what is presented. These aspects are central in the formation of interested citizens. This article is structured into three different parts. At first, we wrote about the Convention on the Rights of the Child (1989), in particular, about the participation rights. We also made a brief presentation about the state of the art on the involvement between children and news. The second part presents the activity carried out with children, describing the procedure adopted during the contact with the class and the methodology chosen for the investigation. Finally, we analyzed the texts created by children, to present and discuss the most relevant results 2. The Discourse of Childhood: historical background and participation rights The recognition of the child as fully rights integrated and real citizen, as we see nowadays, was the result of a winding course marked by social and historical moments. In the 17th century, children were seen as human beings with less intelligence, when compared to adults (Ariès, 1988). They were like a miniature adult (Pinto, 2000). In the late 17th century, and early in the 18th century, people began to have a greater concern for children and their recognition in society. This was a period of relative autonomy of the child against the adult world (Samagaio, 2004), in 190
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