Audiências infantis, capital escolar, mídia e representações sociais

Assunto: Midia,Representacoes sociais,Educacao de criancas,Educacao - Colombia,Media,Social representations,Childhood education,Education - Colombia

Resumo: Resumo: A questão de fundo é o papel da mídia na distribuição do conhecimento social e na socialização política das crianças. O estudo, por um lado, nutre-se de teorias sociológicas clássicas (Durkheim, Weber, Tarde, Halbwachs) para analisar as relações entre os sujeitos, a mídia e os processos de construção da realidade. Por outro, incorpora a reflexão de cientistas sociais do século XX, sobre a convergência entre mídia e conhecimento. O objeto empírico são crianças de ensino básico na Colômbia -com posições sociais e capitais escolares diferenciados- submetidas à análise de Bourdieu sobre a correlação entre o lugar do sujeito na estrutura social, a educação e o gosto, neste caso referido às escolhas de programas da mídia. A fase 1 do trabalho de campo (2004-2005) avaliou o capital escolar de 6 grupos de meninos e meninas e descreveu seus consumos de mídia: participaram crianças urbanas de Bogotá e Cali, nesta última foram escolhidos escolares afro-Colombianos, já que é a cidade com a maior população afro-descendente. As crianças rurais pertencem ao Povo Indígena Guambiano, e a um pequeno povoado de afro-descendentes perto do Litoral Pacífico, Zaragoza. O trabalho explorou as representações sociais que as crianças construíram sobre a guerra, os refugiados internos e os governantes. Durante a fase 2 (2007-2008), estudaram-se as relações de três grupos de setores populares com os jornais de TV. Foram explorados os conhecimentos que eles tinham sobre personagens públicos e temas que apareceram frequentemente na mídia. Participaram escolares Guambianos rurais e urbanos de Bogotá e Puerto Tejada, um pequeno município do sudoeste do país, assentamento de antigos escravos. A pesquisa evidencia que -por trás da aparente homogeneidade dos consumos de programas da cultura internacional popular- tanto esses consumos quanto os processos de produção de significados pelas crianças são diferenciados em cada grupo analisado, como resultado da mediação exercida pelos capitais escolares desiguais. Da mesma forma, as características da escolarização, as identidades étnicas e a localização (urbana/ rural) afetam as leituras da realidade. A pesquisa revela também que a televisão e outros meios não têm eficiência por si só, demandam processos de intercâmbio lingüístico para exercerem sua influência na percepção da realidade ou na construção de conhecimentos pelas crianças,\$aResumo: A questão de fundo é o papel da mídia na distribuição do conhecimento social e na socialização política das crianças. O estudo, por um lado, nutre-se de teorias sociológicas clássicas (Durkheim, Weber, Tarde, Halbwachs) para analisar as relações entre os sujeitos, a mídia e os processos de construção da realidade. Por outro, incorpora a reflexão de cientistas sociais do século XX, sobre a convergência entre mídia e conhecimento. O objeto empírico são crianças de ensino básico na Colômbia -com posições sociais e capitais escolares diferenciados- submetidas à análise de Bourdieu sobre a correlação entre o lugar do sujeito na estrutura social, a educação e o gosto, neste caso referido às escolhas de programas da mídia. A fase 1 do trabalho de campo (2004-2005) avaliou o capital escolar de 6 grupos de meninos e meninas e descreveu seus consumos de mídia: participaram crianças urbanas de Bogotá e Cali, nesta última foram escolhidos escolares afro-Colombianos, já que é a cidade com a maior população afro-descendente. As crianças rurais pertencem ao Povo Indígena Guambiano, e a um pequeno povoado de afro-descendentes perto do Litoral Pacífico, Zaragoza. O trabalho explorou as representações sociais que as crianças construíram sobre a guerra, os refugiados internos e os governantes. Durante a fase 2 (2007-2008), estudaram-se as relações de três grupos de setores populares com os jornais de TV. Foram explorados os conhecimentos que eles tinham sobre personagens públicos e temas que apareceram frequentemente na mídia. Participaram escolares Guambianos rurais e urbanos de Bogotá e Puerto Tejada, um pequeno município do sudoeste do país, assentamento de antigos escravos. A pesquisa evidencia que -por trás da aparente homogeneidade dos consumos de programas da cultura internacional popular- tanto esses consumos quanto os processos de produção de significados pelas crianças são diferenciados em cada grupo analisado, como resultado da mediação exercida pelos capitais escolares desiguais. Da mesma forma, as características da escolarização, as identidades étnicas e a localização (urbana/ rural) afetam as leituras da realidade. A pesquisa revela também que a televisão e outros meios não têm eficiência por si só, demandam processos de intercâmbio lingüístico para exercerem sua influência na percepção da realidade ou na construção de conhecimentos pelas crianças,\$aAbstract: The objective of this study is the role that the media play in the distribution of knowledge and in childrens political socialization. Primary school children in Colombia from widely different social and ethnic groups and academic capitals were the subjects of study. The research draws on classical sociological theory (Durkheim, Weber, Tarde and Halbwachs) in order to analyse the relationship between subjects, the media and the construction of reality. It also involves 20th century social scientists who deal with the rapport between media and knowledge. Based on Bourdieu analysis the enquiry focuses on the correspondence between the subjects position in the social structure, education and corresponding patterns of taste in the offerings of the media. The first period of field work (2004-2005) assessed the academic capital of six groups of children -girls and boys- and described their habits of media consumption. The groups studied included urban children in Bogotá and Cali. In Cali Afro-Colombian children were involved, since this is the city with the largest Afro-descendant population. Rural groups included children of the Guambiano indigenous people, and Afro-descendants in Zaragoza, a small village near the Pacific coast. The study identified their social representations of war, of internal refugees, and of gobernantes. The second period of field work (2007-2008) addressed the reception of TV news by three groups of children from low-income families in the Guambiano indigenous reservation, in Bogotá and in Puerto Tejada, a small town in South-western Colombia in an area where afro descendent slaves settled in the 19th century. Given the marked heterogeneity of the subjects in the study, and in spite of the apparent homogeneity of TV and media consumption by children, both the media consumption patterns and the interpretation of meaning by the various groups of children vary significantly as a result of the mediations exerted by their dissimilar economic, cultural and academic capitals. Also, the schooling characteristics, the childrens ethnic identities, and their location (urban / rural) influence their readings of reality. In addition, the study strongly suggests that television and other media per se are not able to get meanings across to young audiences. Linguistic exchanges are required within the family, the school, the community or the peer groups, in order that the media can influence the construction of knowledge by children

Abstract: 'Abstract: The objective of this study is the role that the media play in the distribution of knowledge and in childrens political socialization. Primary school children in Colombia from widely different social and ethnic groups and academic capitals were the subjects of study. The research draws on classical sociological theory (Durkheim, Weber, Tarde and Halbwachs) in order to analyse the relationship between subjects, the media and the construction of reality. It also involves 20th century social scientists who deal with the rapport between media and knowledge. Based on Bourdieu analysis the enquiry focuses on the correspondence between the subjects position in the social structure, education and corresponding patterns of taste in the offerings of the media. The first period of field work (2004-2005) assessed the academic capital of six groups of children -girls and boys- and described their habits of media consumption. The groups studied included urban children in Bogotá and Cali. In Cali Afro-Colombian children were involved, since this is the city with the largest Afro-descendant population. Rural groups included children of the Guambiano indigenous people, and Afro-descendants in Zaragoza, a small village near the Pacific coast. The study identified their social representations of war, of internal refugees, and of gobernantes. The second period of field work (2007-2008) addressed the reception of TV news by three groups of children from low-income families in the Guambiano indigenous reservation, in Bogotá and in Puerto Tejada, a small town in South-western Colombia in an area where afro descendent slaves settled in the 19th century. Given the marked heterogeneity of the subjects in the study, and in spite of the apparent homogeneity of TV and media consumption by children, both the media consumption patterns and the interpretation of meaning by the various groups of children vary significantly as a result of the "mediations" exerted by their dissimilar economic, cultural and academic capitals. Also, the schooling characteristics, the childrens ethnic identities, and their location (urban / rural) influence their "readings" of reality. In addition, the study strongly suggests that television and other media per se are not able to get meanings across to young audiences. Linguistic exchanges are required within the family, the school, the community or the peer groups, in order that the media can influence the construction of knowledge by children,\$aAbstract: The objective of this study is the role that the media play in the distribution of knowledge and in childrens political socialization. Primary school children in Colombia from widely different social and ethnic groups and academic capitals were the subjects of study. The research draws on classical sociological theory (Durkheim, Weber, Tarde and Halbwachs) in order to analyse the relationship between subjects, the media and the construction of reality. It also involves 20th century social scientists who deal with the rapport between media and knowledge. Based on Bourdieu analysis the enquiry focuses on the correspondence between the subjects position in the social structure, education and corresponding patterns of taste in the offerings of the media. The first period of field work (2004-2005) assessed the academic capital of six groups of children -girls and boys- and described their habits of media consumption. The groups studied included urban children in Bogotá and Cali. In Cali Afro-Colombian children were involved, since this is the city with the largest Afro-descendant population. Rural groups included children of the Guambiano indigenous people, and Afro-descendants in Zaragoza, a small village near the Pacific coast. The study identified their social representations of war, of internal refugees, and of gobernantes. The second period of field work (2007-2008) addressed the reception of TV news by three groups of children from low-income families in the Guambiano indigenous reservation, in Bogotá and in Puerto Tejada, a small town in South-western Colombia in an area where afro descendent slaves settled in the 19th century. Given the marked heterogeneity of the subjects in the study, and in spite of the apparent homogeneity of TV and media consumption by children, both the media consumption patterns and the interpretation of meaning by the various groups of children vary significantly as a result of the "mediations" exerted by their dissimilar economic, cultural and academic capitals. Also, the schooling characteristics, the childrens ethnic identities, and their location (urban / rural) influence their "readings" of reality. In addition, the study strongly suggests that television and other media per se are not able to get meanings across to young audiences. Linguistic exchanges are required within the family, the school, the community or the peer groups, in order that the media can influence the construction of knowledge by children,\$aCiencias Sociais'

Referência: LOPEZ DE LA ROCHE, Maritza Adelaida. Audiências infantis, capital escolar, mídia e representações sociais. 2012. 381 p. Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas, Campinas, SP. Disponível em:

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