<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000300038</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26iespecial.5392</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La competencia mediática en los perfiles pedagógicos de la profesora Alba Marília]]></article-title>
<article-title xml:lang="en"><![CDATA[Media competence in the pedagogical profiles of teacher Alba Marília]]></article-title>
<article-title xml:lang="pt"><![CDATA[A competência midiática nos perfis pedagógicos da professora Alba Marília]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roche]]></surname>
<given-names><![CDATA[Aléxia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Mello Kaam]]></surname>
<given-names><![CDATA[Tágides Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Almeida Pimenta]]></surname>
<given-names><![CDATA[Maria Alzira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>spe1</numero>
<fpage>38</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000300038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000300038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000300038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La competencia mediática es un reto y una necesidad para la formación del profesorado, ya que los contenidos mediáticos están presentes en la vida escolar y social cotidiana, además, a menudo, se utilizan o se accede a ellos sin los conocimientos necesarios. Por lo tanto, la competencia mediática se convierte en fundamental para que las personas usuarias consuman y produzcan contenidos de forma crítica y analítica. Por lo que el objetivo de este estudio fue comprender la producción de contenidos en los medios sociales por parte de la profesora Alba Marília y su relación con la competencia mediática. Para ello, se realizó un estudio mediante netnografía a fin de analizar sus vídeos más populares en YouTube y sus reels en Instagram. Se analizaron los comentarios de los vídeos en ambas redes sociales que, al igual que las entrevistas, sirvieron de base para comprender cómo las dimensiones de la competencia mediática de Ferrés y Piscitelli (2012) pueden observarse en los perfiles de la profesora. Los resultados muestran que los vídeos de la profesora explicitan algunas dimensiones de la competencia mediática, como el lenguaje y la tecnología. Se puede concluir que, con un enfoque pedagógico accesible, Alba Marília demuestra conocimiento de los medios y compromiso con la formación del profesorado, enriqueciendo la práctica educativa con ejemplos de actividades lúdicas y psicomotrices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Media literacy is a challenge and a necessity for teacher education because media content is present in everyday school and social life. Moreover, it is often used or accessed without the necessary knowledge. Therefore, media literacy is fundamental for people to be able to consume and produce content critically and analytically. The aim of this study was to understand the production of content in social media carried out by Professor Alba Marília and its relationship with media literacy. For this purpose, a netnography study was con- ducted to analyze her most popular YouTube videos and Instagram stories. The comments on the videos inboth social networks were analyzed, which, like the interviews, served as a basis for understanding how Ferrés and Piscitelli&#8217;s (2012) dimensions of media literacy can be observed in the professor&#8217;s profiles. The results show that the teachers&#8217; videos make some dimensions of media literacy explicit, such as language and technology. It can be concluded that Alba Marília, with an accessible pedagogical approach, demonstrates media literacy and commitment to teacher training, enriching activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A competência midiática é um desafio e uma necessidade para a formação de professores, uma vez que o conteúdo midiático está presente na vida escolar e social cotidiana, e muitas vezes é utilizado ou acessado sem o conhecimento necessário. Portanto, a competência midiática torna-se essencial para que as pessoas usuárias consumam e produzam conteúdo de forma crítica e analítica. Portanto, o objetivo deste estudo foi compreender a produção de conteúdo nas redes sociais da professora Alba Marília e sua relação com a competência midiática. Para isso, foi realizado um estudo utilizando netnografia para analisar seus vídeos mais populares no YouTube e seus reels no Instagram. Foram analisados os comentários dos vídeos em ambas as redes sociais, que, assim como as entrevistas, serviram de base para a compreensão de como as dimensões da competência midiática de Ferrés e Piscitelli (2012) podem ser observadas nos perfis da professora. Os resultados mostram que os vídeos da professora explicam algumas dimensões da competência mediática, como a linguagem e a tecnologia. Podese concluir que, com uma abordagem pedagógica acessível, Alba Marília demonstra conhecimento da mídia e compromisso com a formação do professorado, enriquecendo a prática educativa com exemplos de atividades lúdicas e psicomotoras.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza multimedia]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[medios sociales]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia.]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[multimedia teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[ensino multimídia]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[mídias sociais]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil.]]></kwd>
</kwd-group>
</article-meta>
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