Competências em informação, mídias e tecnologias digitais e a desconstrução de estereótipos de gênero: práticas de ensino críticas

Abstract

From the mid 70's on, two ideas gained strength, in parallel: that information, understood as a contextual intersubjective element, is a strategic resource that, if taught, would prepare people to act in contemporary society; and that gender discrimination, also socially constructed, is harmful to women in particular, and to society in general and must be fought. The juxtaposition of these phenomena suggests a relation between information, media and digital literacies and the search for gender equality. The objective of this research is, then, to map and analyze the literature on how to teach information, media and digital literacy from a critical standpoint, and highlight in which ways they can promote the deconstruction of gender stereotypes. Initially, literature on information, media and digital literacies was mobilized, with emphasis on critical movements within these fields, as well as transversal concepts of literacy, transliteracies, media and information literacy (MIL) and 21st century skills. Then literature on gender stereotypes and the damage they cause (denial, invisibility, objectification, symbolic and physical violence) was presented and followed by a discussion with the feminist theories by, among others, Donna Haraway, Djamila Ribeiro and Grada Kilomba and the critical pedagogy of Paulo Freire and bell hooks, finalized by an analysis of Vera Dodebei's interdisciplinary method for concept design. Systematic Literature Mapping (SLM) and content analysis by Laurence Bardin were adopted as methodological resources to select and analyse literature. The SLM resulted in a selection of 65 critical MIL teaching practices that reveals that there are practices on all continents, with a great variety of formats, theories and social themes, which can scaffold a wide range of new initiatives. From this corpus, 23 works were extracted, which also discuss gender and stereotypes. Six (6) categories, based on feminisms and MIL, were created for qualitative analysis: point of view, self-criticism, collaboration, deconstruction, empowerment and living well. The results indicate that critical teaching practices that can support the deconstruction of gender stereotypes involve one or some of the following characteristics: people start acknowledging themselves as a subjects, in their body, with their contexts (point of view); question their ways of thinking and acting (self-criticism); broaden their views, sharing and learning with other people (collaboration); identify the power reproduction of visions that dominate with others and seeks counter-narratives (deconstruction); when they understand their devaluation is intentional, they recognize their value and feel strengthened (empowerment); and join other people who continuously fight for social justice and seek a better life (living well). It is concluded that in order to deconstruct gender stereotypes through the teaching of information, media and digital literacies, it is necessary to promote activities of reading, critical reflection, analysis of stereotypes and production of counter-narratives, based on collaborative processes of continuous struggle for social justice and happiness. We hope to inspire a more critical and more feminist approach to life for the sake of living well among people and with nature.