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Plano Nacional de Cinema e literacias para os media: realidade ou utopia?
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Abstract(s)
Neste ensaio, reflete-se sobre a iniciativa governamental Plano Nacional de Cinema (PNC), iniciada em 2012, como ferramenta promotora da literacia dos media. A tecnologia faz hoje parte do quotidiano – provoca transformações na vida dos cidadãos e cria estilos de vida digitais próprios de uma sociedade em rede, assim como dinâmicas que influenciam a educação, nomeadamente as práticas curriculares. O PNC contribui, neste contexto, para desenvolver e disseminar as literacias para os media. A revolução tecnológica, nomeadamente a digital, cujos efeitos se começaram a sentir à escala global a partir do início deste século, fez emergir um novo paradigma social, descrito como “sociedade em rede”, com impactos no comportamento dos indivíduos na sociedade e nas formas de aprender. Caracteriza-se por ser uma sociedade tecnológica altamente mediatizada, em que a imagem, nas suas várias formas, é tida como “a rainha” dos conteúdos. A imagem em movimento tem conquistado particular destaque nas redes sociais: demonstra um crescente potencial para contar histórias com imagens, sons e movimentos, numa dinâmica que remete para a essência do cinema. Estas transformações têm promovido novas atitudes nos utilizadores, que, além de consumidores de conteúdos criados por outros, passam a produzir também os seus próprios conteúdos. A possibilidade de qualquer indivíduo partilhar conteúdos, produzidos ou não por si, torna-o um potencial distribuidor, o que altera a relação produtor-consumidor: esta é hoje mais direta, rápida, e simples, além de outras novas características. Numa sociedade em rede, os cidadãos entendem-se como participantes ativos, construtores de uma inteligência coletiva, na busca de uma crescente envolvência com conteúdos e narrativas, e já não consumidores passivos de uma cultura abstratamente criada por outros. A ideia das novas literacias situa-se além do tradicional conhecimento, associado quase só à alfabetização (para a leitura e a escrita). Mais recentemente, inclui a capacidade de manipulação de tecnologias digitais – a chamada literacia digital. Pode considerar-se, portanto, que a literacia dos media emergiu dos novos ambientes de comunicação fundados nas tecnologias digitais. Que pode definir-se como a capacidade de aceder aos media (designadamente, televisão, cinema, vídeo, rádio, videojogos, imprensa e Internet), de compreender e avaliar de modo crítico os seus diferentes aspetos e os dos seus conteúdos, e de criar comunicações em diversos contextos. O cinema já assumira uma função educacional na sociedade; encontra agora novas possibilidades e meios para se envolver no quotidiano do público. O PNC, iniciativa direcionada para o contexto escolar, visa ajudar a preparar os alunos para serem melhores cidadãos na sociedade contemporânea. Se, por um lado, a evolução tecnológica provocou transformações sociais e educacionais, por outro, verifica-se que tais transformações implicam dos cidadãos a mobilização de novas competências e a promoção de novas literacias. A concluir, convocamos a questão do título para sugerir que o PNC constitui uma ferramenta de promoção da literacia dos media nos novos contextos audiovisuais, e que a educação para o cinema assume um papel para lá do de almejar a preparação do indivíduo para interpretar e compreender o cinema: que contribui para o preparar para ser melhor consumidor/produtor/distribuidor de conteúdos audiovisuais, na perspetiva de uma cidadania mais plena.
Our intent is to critically reflect on the National Film Plan (PNC), an initiative of the Portuguese government started in 2012 as a tool for promoting media literacy. Technology is now part of the life of every individual, as it entails transformations in the lives of the citizens and creates digital lifestyles typical of a network society, besides dynamic that influence education, and curricular practices. The PNC contributes to develop and disseminate media literacies. Since the beginning of this century the digital revolution has produced effects on a global scale: it has originated a new social paradigm, described as a "network society" with impacts on the behavior of individuals and in the learning processes and practices. It is characterized by a highly mediated technological society, in which image in its various forms is “the queen” of contents. The moving image has gained prominence in social networks, revealing a growing potential to tell stories with images, sounds and movements, which take us back to the essence of cinema. These transformations have promoted new attitudes among users, who become producers of their own contents, besides being are consumers of content created by others. But the possibility of anyone sharing contents (created by themselves, or not) turns them into distributors and changes the producer-consumer relationship, which is now more direct, faster, simpler. In a network society, people see themselves as active/participatory citizens, builders of collective intelligence, seeking a growing involvement with content and narratives, and not any longer passive consumers of a culture created by others. This reality demands to new literacies, a concept situated beyond the traditional perspective associated with reading and writing literacy; more recently, it encompasses with the ability to manipulate digital technologies – digital literacy. Thus, media literacy can be considered to emerge from new communication environments based on new digital technologies. It can be defined as the ability to access media (television, cinema, video, radio, videogames, press and Internet), to understand and critically evaluate the different aspects of the media and their contents, and to create communications in various contexts. As an audiovisual art, cinema has always assumed an educational role in society; currently, it finds new possibilities and means to engage in the daily lives of audiences. The PNC was created, an initiative addressed to the school context, aims at helping and preparing pupils to be better citizens in contemporary society. If, on the one hand, technological developments led to social and educational transformations, on the other hand such transformations imply the mobilization of new skills by citizens, and the need to promote new literacies. To conclude we look back at the title question to argue that the PNC is a tool for promoting media literacy in the new contexts of audiovisuals, but that film education plays a further important role, as it focuses not only on the preparation of individuals to interpret and understand cinema, but it also contributes to prepare them to become better consumers/producers/distributors of audiovisual content, towards a fuller citizenship.
Our intent is to critically reflect on the National Film Plan (PNC), an initiative of the Portuguese government started in 2012 as a tool for promoting media literacy. Technology is now part of the life of every individual, as it entails transformations in the lives of the citizens and creates digital lifestyles typical of a network society, besides dynamic that influence education, and curricular practices. The PNC contributes to develop and disseminate media literacies. Since the beginning of this century the digital revolution has produced effects on a global scale: it has originated a new social paradigm, described as a "network society" with impacts on the behavior of individuals and in the learning processes and practices. It is characterized by a highly mediated technological society, in which image in its various forms is “the queen” of contents. The moving image has gained prominence in social networks, revealing a growing potential to tell stories with images, sounds and movements, which take us back to the essence of cinema. These transformations have promoted new attitudes among users, who become producers of their own contents, besides being are consumers of content created by others. But the possibility of anyone sharing contents (created by themselves, or not) turns them into distributors and changes the producer-consumer relationship, which is now more direct, faster, simpler. In a network society, people see themselves as active/participatory citizens, builders of collective intelligence, seeking a growing involvement with content and narratives, and not any longer passive consumers of a culture created by others. This reality demands to new literacies, a concept situated beyond the traditional perspective associated with reading and writing literacy; more recently, it encompasses with the ability to manipulate digital technologies – digital literacy. Thus, media literacy can be considered to emerge from new communication environments based on new digital technologies. It can be defined as the ability to access media (television, cinema, video, radio, videogames, press and Internet), to understand and critically evaluate the different aspects of the media and their contents, and to create communications in various contexts. As an audiovisual art, cinema has always assumed an educational role in society; currently, it finds new possibilities and means to engage in the daily lives of audiences. The PNC was created, an initiative addressed to the school context, aims at helping and preparing pupils to be better citizens in contemporary society. If, on the one hand, technological developments led to social and educational transformations, on the other hand such transformations imply the mobilization of new skills by citizens, and the need to promote new literacies. To conclude we look back at the title question to argue that the PNC is a tool for promoting media literacy in the new contexts of audiovisuals, but that film education plays a further important role, as it focuses not only on the preparation of individuals to interpret and understand cinema, but it also contributes to prepare them to become better consumers/producers/distributors of audiovisual content, towards a fuller citizenship.
Description
Texto integrado no projeto de investigação com o título “Educação, Cinema, Redes Sociais: Um estudo sobre o Plano Nacional de Cinema” e no doutoramento do primeiro autor em Média - Arte Digital – Universidade Aberta/ Universidade do Algarve.
Keywords
Educação Cinema Plano Nacional de Cinema Literacia para os media Literacia fílmica Education Portuguese National Film Plan Media literacy Film literacy
Citation
Pinto, J., Cardoso, T. & Soares, A. I. (2020). Plano Nacional de Cinema e literacias para os media: realidade ou utopia? In J.A. Moreira, A. García-Valcárcel, P. Gutiez Cuevas & V. Gonçalves (Eds.) VI Conferência Ibérica de Inovação na Educação com TIC: ieTIC2020: livro de resumos, ISBN 978-972-745-269-9.Bragança: Instituto Politécnico/Universidade Aberta.
Publisher
Universidade Aberta / Instituto Politécnico de Bragança