INTERIN

Editorial

2025-07-03T09:30:48-03:00

É com grande entusiasmo que apresentamos a nova edição da Revista Interin com o Dossiê “Comunicação e Educação: conexões do nosso tempo”, uma compilação de análises e reflexões científicas que abrangem as articulações entre os campos da Comunicação e da Educação. Agradecemos a contribuição atenta e generosa dos pesquisadores organizadores: Clóvis Teixeira Filho (UNINTER), Douglas de Oliveira Calixto (MACKENZIE, SP) e Eduardo Fofonca (UTP). Para os artigos integrantes do dossiê destina-se uma apresentação elaborada pelos organizadores, logo após este Editorial.

Apresentação

2025-07-03T10:36:45-03:00

O campo comunicacional é desafiado por mudanças profundas, tanto pelas atuais densidades sociodiscursivas, quanto pela expansão das tecnologias digitais e das tensões globais. Fatores que reposicionam o papel da comunicação em suas configurações organizacionais e institucionais, seguidas por deslocamentos éticos e estéticos. Já não se trata apenas de acompanhar os fluxos informacionais em busca de modelos lineares, mas de compreender os efeitos estruturantes das mediações de tecnicidade e de identidades, com consequências nos modos de viver, interagir e aprender.

Educommunication ecosystems

2025-07-03T10:20:38-03:00

The research is developed through a systematic theoretical analysis focused on the foundational principles that define educommunication as an emerging interdisciplinary field. The study explores its formation through converging pedagogical practices, communicational processes, and technological mediation within learning environments. Findings indicate that articulating these three axes—education, communication, and technology—reshapes educational dynamics by shifting from transmissive models to collaborative approaches. In this context, contemporary technological tools transcend their auxiliary role to become structuring elements of dialogical interactions. The educational setting is thus reinterpreted as a space for collective knowledge construction, where teachers and students engage as co-participants, overcoming rigid hierarchies and embracing diverse perspectives in the negotiation of meaning. When guided by ethical and critical principles, technological mediation enhances the development of educommunicative ecosystems characterized by creativity, reflection, and transformative action. Aligned with the understanding of education as an inclusive and emancipatory social process, educommunication emerges as a strategic approach for strengthening democratic participation, enabling a reconfiguration of power relations, and expanding collective agency in both media and educational contexts.

O Protagonism in networks and autonomous learning

2025-07-03T10:18:59-03:00

Using bibliographic and comparative methodologies, this article aims to discuss the reader’s new status, relating it to the main characteristics of the online universe and the school context, which today must respond to the demands of cybertextuality by understanding the concept of literacy from a broader perspective. Over the last 30 years, the Internet has achieved a fundamental role, solidifying as a largely democratic space, which guarantees not only access, but also protagonism. As a result, it is demonstrated that, in addition to reading and interpreting words, sounds and images, the reader is encouraged to produce, edit and even criticize them. Thus, it is concluded that digital technology, by offering full access to knowledge, demands a new positioning of the school and the teacher: both must guide the search, selection and management of information. As for the theoretical basis, the reflections of some authors stand out, such as Lucia Santaella, Magda Soares, Luiz Antônio Marcuschi, Flora Süssekind, Hans Ulrich Gumbrecht, among others.

The Concept of Digital Education

2025-07-03T10:22:05-03:00

This study’s objective is to analyze the conceptions of the meanings given to this concept in academic publications published in Brazilian scientific journals, with the purpose of gathering evidence that systematizes how this concept has been constructed, appropriated, and mobilized. To this end, the methodology adopted is characterized by a systematic review in light of the PRISMA model updated in 2020 with adaptations for the qualitative study in question. Based on inclusion and exclusion criteria, 15 articles were identified that contributed definitions of the meaning of digital education systematized into four conceptual categories. As a result, the study identified digital education as an ongoing process that involves the development of skills and the training of both teachers and students, articulating practices of pedagogical innovation and technological integration in educational environments. In this context, the promotion of collaborative learning, interactivity, and networking stand out, combined with critical practice aimed at inclusion, the autonomy of subjects, and the full exercise of citizenship.

Mediatization and Everyday School Life

2025-07-03T10:35:51-03:00

This article deals with part of the results of the doctoral research, in the Media and Everydaylife at the Universidade Federal Fluminense (UFF) postgraduate program, which seeks interfaces between the fields of education and communication. The investigation of media literacy of young people and adults of the Niterói Municipal Network is presented, understanding literacy as a tool for an emancipatory and critical education. Our objective is to analyze the interpretative capacity of the investigated subjects regarding the information that permeates society. The results obtained so far indicate that literacy in the daily school life of young people and adults has been an essential tool in the construction of citizenship of these subjects, in the expansion of their world view, in addition to enhancing their criticality.

Media literacy, citizenship and the fight against misinformation among São Paulo’s Youth

2025-07-03T10:24:18-03:00

The present time is marked by technological advancement and intense circulation of information in the digital media, which consequently creates difficulty for society to absorb relevant content amidst the increasing flow of misinformation. In this context, this article investigates how high school students deal with media as a means to foster the development of critical citizens in the fight against informational disorder. Following a theoretical-methodological protocol considering the skills necessary for media literacy, in-depth interviews were conducted with thirty-six students from public and private schools in São Paulo, aiming to understand their reality regarding media access, evaluation, and creation skills. The results reveal the need to deepen media use in schools; the value of information fact-checking by young people; their limited engagement on social media for causes they believe in; as well as restricted knowledge regarding the impact of algorithms on everyday life in society.

Educational transmedia expansion and TikTok in the Advertising course

2025-07-03T10:25:58-03:00

In contemporary times, video production has become common with easy access to mobile devices. In this context, the Plug in extension project, from the Advertising undergraduation at Furb (Universidade Regional de Blumenau) in Blumenau/SC, has stood out since its inception in 2001, producing videos for social media using accessible technologies. The objective of this research is to analyze educational TikTok videos, produced by project members, as a form of transmedia expansion. The qualitative documentary research focused on videos based on the film A dog’s will (2000, Guel Arraes), created in the second semester of 2024. The results indicate the presence of transmedia expansion characteristics as an educational tool, enriching students’ learning experience and encouraging creativity in adapting messages for diverse platforms.

Regimes of interaction on YouTube

2025-07-03T10:27:01-03:00

The objective of this study was to examine the interactional practices of video lessons on digital teaching technology platforms on YouTube. The research corpus was defined by the most popular Univesp TV video on YouTube and analyzed using the theoretical framework of sociosemiotics. As a result, it was observed that the enunciator develops interaction strategies as a space for publicizing his content, but the interaction encounters comments and responses to comments that leave the programming. These interactions demonstrate in the modes of fruition that the regime of accident occurs, since the interactors comment based on expectations and tastes relating to the engagement of classroom habits or the content of the lessons.

The Ludovicense Radio and Socio-Environmental Educommunicative Practices

2025-07-03T10:29:50-03:00

The study describes the local radio dial of the Greater São Luís Island and establishes a connection between radio stations and their coverage of environmental issues. It is examined the presence of topics related to ecological concerns and climate emergencies, among others, considering the practices of Socio-Environmental Educommunication. The results reveal limited and sporadic coverage, with most stations addressing the topic superficially or not mentioning it at all. The research highlights the underutilization of radio platforms for promoting environmental awareness, which negatively impacts public engagement with crucial topics for sustainable development, particularly in advancing the Sustainable Development Goals (SDGs).

Community Communication and Educommunication as a mobilizing technology and youth participation

2025-07-03T10:30:31-03:00

The article presents the possible relationships between community communication and educommunication, as a technology that mobilizes citizen participation, especially the youth. Through a case study of the Vozes Daqui de Parelheiros and Memórias em Rede projects, this work seeks to highlight how both communicative and educommunicative praxis can promote dialogue and emancipation of subjects. The initiatives carried out in Parelheiros, São Paulo the capital, and in Santos, on the state shore, exemplify how peripheral communities, through community communication and educommunication, are able to mobilize their territories, develop open and dialogical communicative ecosystems and, in addition, exercise their citizenship.

A knowledge of us all

2025-07-03T10:31:32-03:00

Based on the reading of black female and male authors, this article proposes a theoretical-conceptual debate regarding intellectual production produced from non-hegemonic places and epistemologies. Also inspired by Virginia Woolf's reflections on how gender acts as a facilitator of intellectual production, it engages reflection on the outsider within condition, proposed by Patrícia Hill Collins, to highlight the contributions that knowledge produced on the margins can offer to the construction of countercolonial epistemologies, highlighting blind spots and an especially creative perspective on criticism of hegemonic fields. Furthermore, it is expected that this article will contribute to thinking about education as a communicative process.

Acts, Motives, Reactions

2025-07-03T10:32:46-03:00

The article uses Greimasian semiology to analyze a type of narrative established through information offered by science, discussing Minutos Psíquicos, a channel distributed by YouTube that adopts psychology as its theme. The product, a consequence of the audiovisual diversification provided by streaming platforms, is organized through a recurring structure in these plots that deal with the repertoire of a science. Its episodes select a concept, elaborating plots in which the situations in which the characters involved expose the operation of an idea. To understand this structure, we resort to the concept of actantial structure, hoping to indicate how the established meaning is organized through semantic axes capable of establishing meaning in a microuniverse that is recurrent despite the diversity of stories.