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Resumo(s)
Esta dissertação pretende refletir sobre a mediação familiar no que diz respeito ao
desenvolvimento das competências digitais das crianças. Três questões de partida orientaram
este estudo: 1) De que forma a pandemia de Covid-19 afetou as motivações, preocupações
e mediação dos pais/tutores? 2) E como impactou nas competências digitais das crianças? 3)
De que modo a mediação do digital inibe ou possibilita o desenvolvimento das competências
digitais das crianças? Para ajudar a responder a estas questões optamos por uma abordagem
qualitativa com recolha de dados através de entrevistas semiestruturadas a seis famílias
residentes no norte de Portugal, com crianças com idades compreendidas entre os 9 e os 16
anos, e que abordaram aspetos relevantes relacionados com o dia a dia familiar e as suas
práticas digitais, as repercussões da pandemia de Covid-19 no mundo online das famílias e
a mediatização na família. Foram também utilizados outros métodos de recolha de dados,
como media tours, fotografias, desenhos feitos pelas crianças das famílias, notas de campo
e observação participante. Para interpretar os dados, recorremos ao conceito de família como
“figuração comunicativa” (Hepp & Hasebrink, 2018) – isto é, composta por uma constelação
de atores, enquadramentos de relevância e práticas comunicativas. Para organização e
análise dos dados, combinámos a técnica de análise temática com a de análise narrativa. Os
resultados refletem uma acentuada mediatização (Hepp & Hasebrink, 2018) dos lares e
sugerem que os estilos de mediação influenciam diretamente as competências digitais das
crianças. Apesar do reconhecimento geral do valor destas competências, permanecem ainda
discursos de ansiedade relativamente aos média.
This dissertation aims to reflect on family mediation regarding the development of children’s digital skills. Three starting questions guided this study: 1) How could the Covid19 pandemic affect the motivations, concerns and mediation of parents/guardians? 2) And how did it impact children's digital skills? 3) How does digital mediation inhibit or enable the development of children's digital skills? To help answer these questions, we chose a qualitative approach with data collection through semi-structured interviews with six families living in the north of Portugal, with children aged between 9 and 16 years old, and who addressed relevant aspects related to the family day-to-day life and its digital practices, the repercussions of the Covid-19 pandemic on the online world of families and media coverage in the family. Other data collection methods were also used, such as media tours, photographs, drawings made by the families’ children, field notes and participant observation. To interpret the data, we resorted to the concept of family as a “communicative figuration” (Hepp & Hasebrink, 2018) – that is, composed by an actors’ constellation, frames of relevance and communicative practices. For data organization and analysis, we combined the technique of thematic analysis with that of narrative analysis. The results reflect a strong mediatization (Hepp & Hasebrink, 2018) of homes and suggest that mediation styles directly influence children’s digital skills. Despite the general recognition of the value of these skills, anxiety about the media persists.
This dissertation aims to reflect on family mediation regarding the development of children’s digital skills. Three starting questions guided this study: 1) How could the Covid19 pandemic affect the motivations, concerns and mediation of parents/guardians? 2) And how did it impact children's digital skills? 3) How does digital mediation inhibit or enable the development of children's digital skills? To help answer these questions, we chose a qualitative approach with data collection through semi-structured interviews with six families living in the north of Portugal, with children aged between 9 and 16 years old, and who addressed relevant aspects related to the family day-to-day life and its digital practices, the repercussions of the Covid-19 pandemic on the online world of families and media coverage in the family. Other data collection methods were also used, such as media tours, photographs, drawings made by the families’ children, field notes and participant observation. To interpret the data, we resorted to the concept of family as a “communicative figuration” (Hepp & Hasebrink, 2018) – that is, composed by an actors’ constellation, frames of relevance and communicative practices. For data organization and analysis, we combined the technique of thematic analysis with that of narrative analysis. The results reflect a strong mediatization (Hepp & Hasebrink, 2018) of homes and suggest that mediation styles directly influence children’s digital skills. Despite the general recognition of the value of these skills, anxiety about the media persists.
Descrição
Palavras-chave
Mediatização Famílias Crianças Mediação do digital Competências digitais Covid-19 Figurações comunicativas Mediatization Families Children Digital mediation Digital skills Communicative figurations