<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722024000300201</article-id>
<article-id pub-id-type="doi">10.25757/invep.v14i3.403</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Média-Arte Digital (MAD) na Educação para a Cidadania: práticas educativas formais e informais no século XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Media Art (DMA) in Citizenship Education: formal and informal educational practices in the 21st century]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'art des médias numériques (AMN) dans l'éducation à la citoyenneté: les pratiques éducatives formelles et informelles au 21e siècle]]></article-title>
<article-title xml:lang="es"><![CDATA[Digital Media Art (DMA) en Educación para la Ciudadanía: prácticas educativas formales e informales en el siglo xxi]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jermias]]></surname>
<given-names><![CDATA[Sílvia Venturinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Isabel Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta CIAC - Centro de Investigação em Artes e Comunicação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722024000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722024000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722024000300201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora a triangulação educativa entre o Currículo, Cultura e Comunidade, em aulas de Cidadania e Desenvolvimento de duas turmas do 3º Ciclo do Ensino Básico, na Escola Básica Vasco da Gama de Sines. Questiona-se se as criações em videoarte destes alunos despertam a consciência cívica para o poder da Média-Arte Digital (MAD), quais os temas que mais lhes interessam e de que modo estes jovens atuam na sociedade. A metodologia utilizada assenta numa pedagogia interativa, de acordo com a qual os alunos em sala de aula não são entendidos apenas como seguidores, mas igualmente como criadores em MAD, nomeadamente em videoarte. No contexto da Literacia para a MAD, entendemos ser importante ampliar a comunicação entre docentes e estudantes na promoção da criação em videoarte, nas práticas educativas. Revela-se potencial na comunicação massiva, direcionada para causas sociais, que permite o envolvimento coletivo dos jovens, dentro e fora da escola, e sensibiliza as comunidades. No final, o artigo apresenta uma análise sobre a consciência sobre a utilização cívica que os alunos fazem da MAD e a sua capacitação digital mobilizada para a Cidadania. A escola estimula a participação dos jovens e coloca-lhes desafios atuais sobre o mundo; contudo, nas práticas educativas informais, verifica-se que os jovens não cultivam hábitos de intervenção sociocultural com autonomia. É pouco percetível a intervenção e o desenvolvimento da sua capacitação digital em iniciativas socioculturais nas cidades onde nasceram e vivem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores the educational triangulation between Curriculum, Culture and Community in Citizenship and Development classes in two 3rd cycle primary school classes at the Vasco da Gama Primary School in Sines, Portugal. It asks whether these students' video art creations awaken civic awareness of the power of Digital Media Art (DMA), the themes of which interest them most and how these young people act in society. The methodology used is based on an interactive and participatory pedagogy, according to which students in the classroom are not just seen as followers, but also as creators in MAD, namely video art. In the context of Digital Media Literacy, we believe it is important to expand communication between teachers and students in order to promote artistic, digital and civic creation. The creation of video art in educational practices shows potential in mass communication and, when directed towards social and environmental causes, it allows for the collective civic and artistic involvement of young people, both inside and outside of school, as well as raising awareness in communities about issues of current relevance. In the end, the article presents the students&#8217; perception and awareness of the civic use of MAD and their digital training mobilised for Citizenship, which is more participatory in formal classroom practices. The school encourages and enables young people to participate and poses current challenges to them about the world around them; however, in informal educational practices, outside of school, it can be seen that young people do not cultivate habits of autonomous socio-cultural intervention. There is little noticeable intervention and development of their digital skills in social, cultural and artistic initiatives in the city where they were born and live.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora la triangulación educativa entre Currículo, Cultura y Comunidad en las clases de Ciudadanía y Desarrollo en dos clases de 3er ciclo de primaria de la Escuela Primaria Vasco da Gama de Sines, Portugal. Se pregunta si las creaciones de videoarte de estos alumnos despiertan la conciencia cívica sobre el poder del Digital Media Art (DMA), qué temas les interesan más y cómo actúan estos jóvenes en la sociedad. La metodología utilizada se basa en una pedagogía interactiva y participativa, según la cual los estudiantes en el aula no son considerados sólo como seguidores, sino también como creadores en AMD - videoarte. En el contexto de la alfabetización mediática digital, creemos que es importante ampliar la comunicación entre profesores y alumnos para promover la creación artística, digital y cívica. La creación de videoarte en las prácticas educativas muestra potencial en la comunicación de masas y, cuando se dirige a causas sociales y ambientales, permite la participación colectiva cívica y artística de los jóvenes, tanto dentro como fuera de la escuela, así como la sensibilización de las comunidades sobre temas de actualidad. Al final, el artículo presenta la percepción y la conciencia de los alumnos sobre el uso cívico de la AMD y su formación digital movilizada para la Ciudadanía, más participativa en las prácticas formales del aula. La escuela fomenta y posibilita la participación de los jóvenes y les plantea retos actuales sobre el mundo que les rodea; sin embargo, en las prácticas educativas informales, fuera de la escuela, se observa que los jóvenes no cultivan hábitos de intervención sociocultural autónoma. Es poco perceptible la intervención y el desarrollo de sus competencias digitales en iniciativas sociales, culturales y artísticas en la ciudad donde nacieron y viven.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article explore la triangulation éducative entre le programme, la culture et la communauté dans les cours de citoyenneté et de développement de deux classes de troisième cycle de l'école primaire Vasco da Gama à Sines, Portugal. Il pose la question de savoir si les créations d'art vidéo de ces élèves éveillent la conscience civique au pouvoir de l'art des médias numériques (DMA), quels sont les thèmes qui les intéressent le plus et comment ces jeunes agissent dans la société. La méthodologie utilisée est basée sur une pédagogie interactive et participative, selon laquelle les élèves de la classe ne sont pas seulement considérés comme des suiveurs, mais aussi comme des créateurs de AMN - l&#8217;art vidéo. Dans le contexte de l&#8217;éducation aux médias numériques, nous pensons qu&#8217;il est important de développer la communication entre les enseignants et les élèves afin de promouvoir la création artistique, numérique et civique. La création d&#8217;art vidéo dans les pratiques éducatives montre un potentiel de communication de masse et, l&#8217;elle est orientée vers des causes sociales et environnementales, elle permet l&#8217;engagement civique et artistique collectif des jeunes, à la fois à l&#8217;intérieur et à l&#8217;extérieur de l&#8217;école, ainsi que la sensibilisation des communautés à des questions d&#8217;actualité. Enfin, l&#8217;article présente la perception et la sensibilisation des élèves à l&#8217;utilisation civique de la AMN et leur formation numérique mobilisée pour la citoyenneté, qui est plus participative dans les pratiques formelles de la classe. L&#8217;école encourage et permet aux jeunes de participer et leur pose des défis actuels sur le monde qui les entoure; cependant, dans les pratiques éducatives informelles, en dehors de l&#8217;école, on peut constater que les jeunes ne cultivent pas d&#8217;habitudes d&#8217;intervention socioculturelle autonome. L&#8217;intervention et le développement de leurs compétences numériques dans les initiatives sociales, culturelles et artistiques de la ville où ils sont nés et vivent sont peu perceptibles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Média-Arte Digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Videoarte]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Educativas Formais e Informais.]]></kwd>
<kwd lng="en"><![CDATA[Digital Media-Art]]></kwd>
<kwd lng="en"><![CDATA[Citizenship Education]]></kwd>
<kwd lng="en"><![CDATA[Video Art]]></kwd>
<kwd lng="en"><![CDATA[Formal and Informal Educational Practices]]></kwd>
<kwd lng="es"><![CDATA[Arte de los Medios Digitales]]></kwd>
<kwd lng="es"><![CDATA[Educación para la Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Videoarte]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Educativas Formales e Informales]]></kwd>
<kwd lng="fr"><![CDATA[art médiatique numérique]]></kwd>
<kwd lng="fr"><![CDATA[éducation à la citoyenneté]]></kwd>
<kwd lng="fr"><![CDATA[art vidéo]]></kwd>
<kwd lng="fr"><![CDATA[pratiques éducatives formelles et informelles]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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