Educação midiática e formação, saberes e práticas docentes no ensino fundamental: análise da produção acadêmica (2020-2025)

Abstract

The exponential growth of Digital Information and Communication Technologies (DICTs) and the intense mediatization of society have transformed modes of communication and interaction, but have also exacerbated key challenges, such as the spread of misinformation, algorithmic behavior, and the rise of Generative Artificial Intelligence (GAI) in the production of content divorced from ethical or factual commitments. In light of this reality, schools play a fundamental role in developing critical thinking and citizenship, making Media Education an indispensable process. This research focuses on the role of the teacher, considered the central mediator for the implementation of Media Education in the school environment. The general objective is to analyze the approach to Media Education in the development of critical thinking and reflection regarding digital technologies in continuing education, as well as in the knowledge and pedagogical practices of teachers working in elementary education, based on a bibliographic review of theses, dissertations, and articles produced between 2020 and 2025. The study is a qualitative research project centered on a bibliographic survey inspired by the State of the Art/State of the Question method. The corpus was mapped using the CAPES and BDTD databases. The analysis, based on studies conducted between 2020 and 2025, focused on the intersection between Media Education and teacher training, knowledge, and practice in elementary school. The analysis revealed a research field that is cohesive in its motivations but has gaps in pedagogical practices within specific contexts. The results indicate the need for teacher training that goes beyond an instrumental view of digital technologies and media. Regarding the knowledge mobilized, there is an urgent need for knowledge that transcends technical use, encompassing a political understanding of the digital ecosystem, which involves debates on datafication, algorithmization, and the power of Big Tech. It is concluded that media education practices are not limited to the introduction of technical devices, but require the development of critical thinking in the face of the media-driven landscape of society.