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Advisor(s)
Abstract(s)
Nos dias de hoje, as crianças estão a crescer num ambiente de convergência mediática e a sociedade apresenta cada vez mais dispositivos e formatos para as entreter diariamente enquanto os pais estão ocupados com outras tarefas. Todavia, a liberdade atribuída à criança durante esses momentos pode trazer efeitos muito graves na sua vida, pela sua falta de alfabetização mediática e sentido crítico. Não obstante, para além do apoio que os media conseguem dar às crianças, há uma tentativa de se criar uma envolvência saudável entre elas
e os conteúdos que assistem, sendo que, a mediação parental pode ajudá-las a selecionar e restringir conteúdos, de acordo com a sua idade e maturidade cognitiva. Neste seguimento, um dos grandes problemas que surge para estes seres em desenvolvimento é a presença de discriminação em vários canais de animação ficcionais e, por vezes, pouco visível, tornando-se pertinente compreender que perceção tem a criança sobre racismo enquanto assiste aos seus conteúdos preferidos, muitas vezes, sozinha. A presente investigação teve como objetivo principal compreender o entendimento das crianças entre os seis e os sete anos sobre racismo em desenhos animados, através da realização de um estudo exploratório com mapas cognitivos e entrevistas semiestruturadas,
após a visualização de um clássico de animação com alicerces discriminatórios, Dumbo. Entre as conclusões principais, conseguimos apurar que apenas uma minoria entre os participantes deste estudo aproxima-se da definição de racismo, depois de uma contextualização prévia dos seus pais sobre o assunto, mas nenhuma criança consegue identificá-lo no desenho animado em análise, percebendo-se até alguma confusão entre os termos racismo e bullying. Em Dumbo, especificamente, o desafio para as crianças desta faixa etária em decifrar as cenas com aspetos discriminatórios, poderá estar associado à
maturidade e desenvolvimento cognitivo nestas idades, enquanto fatores que confirmam (ou não) a falta de alfabetização dos media.
Nowadays, children are growing up in an environment of media convergence and society increasingly provide various devices and formats to entertain children on a daily basis while parents are occupied with other tasks. However, the freedom given to a child during these moments can have very serious effects on their life due to their lack of media literacy and critical sense. Nevertheless, beyond the support that media can offer to children, there is an attempt to create a healthy engagement between them and the content they watch. Parental mediation can help them select and restrict content according to their age and cognitive maturity. In this context, one of the significant problems that arises for these developing beings is the presence of discrimination in various fictional animation channels, sometimes not very visible. It becomes relevant to understand what perception children have of racism while watching their favorite content, often alone. This research aimed to understand the perception of children between the ages of six and seven regarding racism in cartoons through an exploratory study using cognitive maps and semi-structured interviews after viewing a classic discriminatory animation, 'Dumbo’. Among the main conclusions, we found that only a minority of the participants in this study come close to the definition of racism after prior contextualization by their parents on the subject. However, no child can identify it in the analyzed cartoon, and there seems to be some confusion between the terms racism and bullying. In 'Dumbo’, specifically, the challenge for children of this age group in deciphering scenes with discriminatory aspects may be associated with maturity and cognitive development at these ages, factors that confirm (or not) the lack of media literacy.
Nowadays, children are growing up in an environment of media convergence and society increasingly provide various devices and formats to entertain children on a daily basis while parents are occupied with other tasks. However, the freedom given to a child during these moments can have very serious effects on their life due to their lack of media literacy and critical sense. Nevertheless, beyond the support that media can offer to children, there is an attempt to create a healthy engagement between them and the content they watch. Parental mediation can help them select and restrict content according to their age and cognitive maturity. In this context, one of the significant problems that arises for these developing beings is the presence of discrimination in various fictional animation channels, sometimes not very visible. It becomes relevant to understand what perception children have of racism while watching their favorite content, often alone. This research aimed to understand the perception of children between the ages of six and seven regarding racism in cartoons through an exploratory study using cognitive maps and semi-structured interviews after viewing a classic discriminatory animation, 'Dumbo’. Among the main conclusions, we found that only a minority of the participants in this study come close to the definition of racism after prior contextualization by their parents on the subject. However, no child can identify it in the analyzed cartoon, and there seems to be some confusion between the terms racism and bullying. In 'Dumbo’, specifically, the challenge for children of this age group in deciphering scenes with discriminatory aspects may be associated with maturity and cognitive development at these ages, factors that confirm (or not) the lack of media literacy.
Description
Keywords
Criança Desenho animado Consumo mediático Literacia mediática Racismo Child Cartoon Media consumption Media literacy Racism