Libros [Books]


Mateus, J.C.; Andrada, P; & Quiroz, T. (2019). Media Education in Latin America. London: Routledge. (224 pp.) https://doi.org/10.4324/9780429244469

This book offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to new debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education.

TABLE OF CONTENTS

  • Chapter One: The State of Media Education in Latin America. Julio-César Mateus, Pablo Andrada And María-Teresa Quiroz

Part I: National Chapters

  • Chapter Two: Media Education in Argentina. Balance and Perspectives of a Field Under Construction. Bettina Martino And Silvana Iovanna Caissón
  • Chapter Three: Media Education In Bolivia. Some Advances and The Need for Comprehensive Proposals. René Zeballos
  • Chapter Four: Media Education inBrazil. Dilemmas, Limits and Possibilities. Monica Fantin
  • Chapter Five: Media Education in Chile. A Digital Leap That Abandoned the Study of Media. Pablo Andrada, Cristian Cabalin And Rayén Condeza
  • Chapter Six: Media Education in Colombia. An Inheritance with Possibilities and Challenges for the 21st Century. Diego Leandro Marín Ossa
  • Chapter Seven: Media Education In Ecuador. Exploration and Description of a Latent Need. Catalina González Cabrera And Cecilia Ugalde
  • Chapter Eight: Media Education In El Salvador. Slow-Paced Footsteps on The Way to Media Literacy. Amparo Marroquín Parducci, Willian Carballo And Nelly Chévez
  • Chapter Nine: Media Education inMexico. For the Formation of a Critic Citizenship. Julieta Flores Michel, Alma Elena Gutiérrez Leyton And Rosario Lucero Cavazos Salazar
  • Chapter Ten: Media Education in Peru. A Field Full of Opportunities. Ana-María Cano-Correa And Rosario Nájar-Ortega
  • Chapter Eleven: Media Education in Uruguay. Between A Narrow Digital Gap and The Persistence of An Educational Gap. Rosario Sánchez Vilela, María Lucía Gadea And María Laura Rocha
  • Chapter Twelve: Media Education inVenezuela. From Frenzy to Contradictions. Morella Alvarado Miquilena, Alexandra Ranzolin And Cristina Méndez Pardo

Part II: Critical Essays

  • Chapter Thirteen: Educommunication Landmarks in Latin America: What Should Be Considered in The Last 50 Years.Ismar De Oliveira Soares 
  • Chapter Fourteen: Towards A New Literacy Concept. Roxana Morduchowicz
  • Chapter Fifteen: Constructivist TV Reception in The Children’s Classroom. Valerio Fuenzalida
  • Chapter Sixteen: Media Literacy in Contemporary Learning-Based Societies: Challenges for New Ways of Education.Guillermo Orozco Gómez And José Manuel Corona Rodríguez
  • Chapter Seventeen: Critical Revision of The Critical Sense. Joan Ferrés
  • Chapter Eighteen: Transmedia Literacy and Participatory Cultures. A Research Agenda. Carlos A. Scolari
  • Chapter Nineteen: Tan Lejos Pero Tan Cerca. The Missing Link Between Media Literacy and Educomunicación. Michael Hoechsmann

Mateus, J.C. (Coord.) (2009). Mapa de los centros y programas de formación en Comunicación y Periodismo en América Latina y el Caribe. Lima: UNESCO-FELAFACS.

Este libro, auspiciado por el Programa de Comunicación e Información de la Unesco y coordinado desde la Federación Latinoamericana de Facultades de Comunicación Social (Felafacs), presenta un mapa de los centros de formación de comunicadores y periodistas en América Latina y el Caribe, así como de sus programas de formación universitaria, técnica, de extensión o continua, formal o informal. El trabajo se dividió en cinco sub–regiones: Cono Sur (Argentina, Chile, Uruguay y Paraguay), Países Andinos (Bolivia, Colombia, Ecuador, Perú y Venezuela), Centro-américa y Caribe, México y Brasil.

El Mapa Integral de la Enseñanza de Comunicación en América Latina y el Caribe, que en esta publicación se presenta, está complementado por una base de datos de los centros identificados con sus características principales, así como por un Infor-me sobre las Experiencias de Acreditación en Comunicación Social desarrolladas e implementadas hasta la fecha en Latinoamérica

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