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O CONSUMO NOS ENREDOS FOTOGRÁFICOS DO COTIDIANO ESCOLAR: UM ESTUDO SOBRE A RELAÇÃO CRIANÇA E MÍDIA NA CONTEMPORANEIDADE
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O Consumo nos Enredos Fotográficos do Cotidiano Escolar: A Relação Criança e Mídia na Contemporaneidade
Get PDFO estudo tem como objetivo articular discussões que cingem as noções de mídia, educação e consumo. As argumentações metodológicas seguem as diretrizes da antropologia visual, buscando ferramentas da fotoetnografia. (Achutti, 1997). Na primeira etapa, foi realizado o trabalho de campo, no qual o etnógrafo busca unir seu olhar investigativo a técnicas de captação de imagem. O contexto desta prática foi em uma escola pública de ensino fundamental em Novo Hamburgo, RS. A etapa seguinte envolveu exibir os resultados a um grupo de alunos com o objetivo de discutir o que as imagens mostram e compreender suas percepções da mídia. A partir dos comentários e interpretações que emergiram, foi realizada a análise das fotografias e do seu processo de produção.A partir do conjunto de fotografias captadas, evidenciam-se os estudantes que habitam o território da escola como sujeitos constitutivos de uma origem social e cultural que se reconfigura no cenário midiático, aliado às lógicas de consumo e publicidade.Palavras-chave: Escola, consumo, fotografia, mídia, publicidade. CONSUMPTION IN PHOTOGRAPHIC SCRIPTS OF THE SCHOOL ROUTINE: THE RELATION BETWEEN CHILDREN AND MEDIA IN CONTEMPORANEITY AbstractThis study aims to articulate discussions involving the notions of media, education and consumption. The methodological argumentations have followed the guidelines of visual anthropology, with the use of photo-ethnography tools (Achutti, 1997). At the first stage, the fieldwork was carried out, when the ethnographer attempted to link his investigative approach to image capture techniques. The context of this practice was a public elementary school located in Novo Hamburgo, RS. The next stage involved the presentation of the results to a group of students in order to both discuss what the images showed and understand the students’ perceptions of media. From the comments and interpretations that emerged, the analysis of the photographs and their process of production. From the group of photographs captured, the students that inhabit the school territory have been regarded as subjects constituting a social and cultural origin that is reconfigured in the media scenario, which is connected to the logics of consumption and advertising.Keywords: School, consumption, photography, media, advertising
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Infância, Mídia e Consumo: uma crônica audiovisual a partir de experiência fotoetnográfica no território escolar
No full textThis study investigates the influences of media and consumption on school life and the construction of children's identities, adopting photoethnography as its central methodology. Conducted in a public school in the interior of Brazil, it analyzes visual records of the school environment and engages in dialogues with students to understand how brands, products, and media discourses permeate the educational experience. Additionally, we reflect on the challenges and possibilities of using images in social research, with an emphasis on photography. To this end, we draw on authors such as Mauad (1996), Achutti (1997), Martins (2014), and Rocha and Eckert (2008), exploring photography as an analytical and narrative tool. We also present a theoretical-practical approach to constructing an audiovisual chronicle, highlighting its methodological and communicational potential. The study concludes that the school is not a neutral space but a territory where consumer logic and media interpellations intertwine with pedagogical practices, shaping the ways contemporary children construct their identities.Este estudo investiga as influências da mídia e do consumo no cotidiano escolar e na construção da identidade infantil, adotando a fotoetnografia como metodologia central. Realizado em uma escola pública no interior do Brasil, analisa registros visuais do ambiente escolar e promove diálogos com estudantes para compreender como marcas, produtos e discursos midiáticos permeiam a experiência educacional. Além disso, refletimos sobre os desafios e possibilidades do uso das imagens em pesquisas sociais, com ênfase na fotografia. Para isso, recorremos a autores como Mauad (1996), Achutti (1997), Martins (2014) e Rocha e Eckert (2008), explorando a fotografia como ferramenta analítica e narrativa. Apresentamos, ainda, um direcionamento teórico-prático para a construção de uma crônica audiovisual, destacando seu potencial metodológico e comunicacional. O estudo conclui que a escola não é um espaço neutro, mas um território em que a lógica do consumo e as interpelações midiáticas se entrelaçam às práticas pedagógicas, influenciando os modos de ser das crianças contemporâneas
Alfabetização midiática-visual: diálogos e possibilidades na formação docente
Get PDFIt is urgent to offer critical pedagogical mediations in the school territory. Among which, the one that is engendered from a teaching practice that, based on human rights, sees as its responsibility the study and problematization of the lessons that children and young people routinely negotiate with the media culture. The objective of this article was to analyze perceptions of teachers from the public school system about Media-Visual Literacy in their classroom contexts and, by extension, the inherent opportunities and difficulties. Data result from diagnostic research on the subject, applied in 2021 with 110 professors, via electronic questionnaire in the Survey model. The categorization and interpretation of information took place via content analysis by Bardin (2016). We analyzed two of the thematic categories, chosen because they refer, respectively, to the ideal pointed out by professors and the literature in the area and to the difficulties that hinder, in the participants\u27 view, the implementation of Media-Visual Literacy practices in the classroom. The results show that the study participants recognize that Media-Visual Literacy is an attribution of the school, in a context in which this type of literacy is a human right. On the other hand, the participants\u27 statements demonstrate the need to rethink the way this reverberates in the school routine, as well as highlight the lack of depth to act within this pedagogical sphere.Es urgente ofrecer mediaciones pedagógicas críticas en el territorio escolar. Entre las cuales, la que se engendra desde una práctica docente que, con base en los derechos humanos, ve como responsabilidad suya el estudio y problematización de los aprendizajes que los niños y jóvenes negocian rutinariamente con la cultura mediática. El objetivo de este artículo fue analizar las percepciones de los docentes del sistema escolar público sobre la Alfabetización Medio-Visual en sus contextos de aula y, por extensión, las oportunidades y dificultades inherentes. Los datos resultan de una investigación diagnóstica sobre el tema, aplicada en 2021 con 110 profesores, vía cuestionario electrónico en el modelo Survey. La categorización e interpretación de la información se realizó a través del análisis de contenido de Bardin (2016). Analizamos dos de las categorías temáticas, escogidas porque se refieren, respectivamente, al ideal señalado por los docentes y la literatura en el área y a las dificultades que dificultan, en la visión de los participantes, la implementación de prácticas de Alfabetización Medio-Visual en el salón de clases. Los resultados muestran que los participantes del estudio reconocen que la Alfabetización Medio-Visual es una atribución de la escuela, en un contexto en el que este tipo de alfabetización es un derecho humano. Por otro lado, las declaraciones de los participantes demuestran la necesidad de repensar la forma en que esto repercute en el cotidiano escolar, además de señalar la falta de profundidad para actuar en ese ámbito pedagógico.Il est urgent de proposer des médiations pédagogiques critiques sur le territoire scolaire. Parmi lesquels, celui qui est issu d\u27une pratique pédagogique qui, fondée sur les droits de l\u27homme, considère comme sa responsabilité l\u27étude et la problématisation des leçons que les enfants et les jeunes négocient régulièrement avec la culture médiatique. Le but de cet article était d\u27analyser les perceptions des enseignants du système scolaire public sur l\u27alphabétisation média-visuelle dans leurs contextes de classe et, par extension, les opportunités et les difficultés inhérentes. Les données résultent d\u27une recherche diagnostique sur le sujet, appliquée en 2021 auprès de 110 professeurs, via un questionnaire électronique dans le modèle Survey. La catégorisation et l\u27interprétation des informations ont eu lieu via l\u27analyse de contenu de Bardin (2016). Nous avons analysé deux des catégories thématiques, choisies parce qu\u27elles renvoient, respectivement, à l\u27idéal pointé par les enseignants et la littérature du milieu et aux difficultés qui entravent, de l\u27avis des participants, l\u27implantation des pratiques d\u27alphabétisation médiatique-visuelle dans la salle de classe. Les résultats montrent que les participants à l\u27étude reconnaissent que l\u27alphabétisation médiatique et visuelle est une attribution de l\u27école, dans un contexte où ce type d\u27alphabétisation est un droit humain. D\u27autre part, les déclarations des participants démontrent la nécessité de repenser la façon dont cela se répercute dans la routine scolaire, ainsi que de souligner le manque de profondeur pour agir au sein de cette sphère pédagogique.É urgente a oferta de mediações pedagógicas críticas no território escolar. Entre as quais, a que se engendra a partir de um exercício da docência que, pautada nos direitos humanos, enxerga como sua incumbência o estudo e a problematização das lições que as crianças e os jovens negociam rotineiramente com a cultura midiática. O objetivo deste artigo foi analisar percepções de professores/as da rede pública de ensino sobre Alfabetização Midiática-Visual em seus contextos de sala de aula e, por extensão, as oportunidades e dificuldades inerentes. Os dados resultam de pesquisa diagnóstica sobre a temática, aplicada em 2021 com 110 docentes, via questionário eletrônico no modelo Survey. A categorização e interpretação das informações se deu via análise de conteúdo de Bardin (2016). Analisamos duas das categorias temáticas, eleitas por se referirem, respectivamente, ao ideal apontado por docentes e pela literatura da área e às dificuldades que obstaculizam, na visão dos/as participantes, a efetivação de práticas de Alfabetização Midiática-Visual em sala de aula. Os resultados mostram que os/as participantes do estudo reconhecem que a Alfabetização Midiática-Visual é uma atribuição da escola, em um contexto no qual essa modalidade de alfabetização é um direito humano. Por outro lado, as declarações dos/as participantes demonstram a necessidade de repensar o modo como isso reverbera no cotidiano escolar, bem como evidenciam a carência de aprofundamentos para atuarem no âmbito dessa esfera pedagógica
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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