MEDIA LITERACY: REFLECTIONS ON TEACHER TRAINING AND THE CHALLENGES OF NEW LANGUAGE PRACTICES

Abstract

This article proposes a study of digital literacy, or media literacy, to reflect on teacher training and new language practices in the contemporary context. Currently, teachers face constant challenges in the classroom regarding new digital languages and technologies, which, in turn, enable anonymity and facilitate the spread of cyberbullying among young people. The objectives of this study are to discuss media literacy and theoretical contributions on media and education, languages, and technologies; to describe languages and discourses, including incell, redpill, and bullying; and to describe the dangers of interconnectivity. This research is grounded in media and education studies, as well as contributions from semiotics. This is exploratory research with a qualitative approach, through a study of media in the teaching and learning process and a discourse analysis of the British Netflix miniseries "Adolescence." It appears that digital literacy, or media literacy, and the use of media in the classroom can promote the development of pedagogical activities, enabling discussions on contemporary challenges.