Media competence and textbooks at school

what are the challenges for educators?

Abstract

Digital Information and Communication Technology (DICT) has promoted transformations in social dynamics. The domain of information and knowledge has become a leading role in various areas of human life: economy, health, politics, demanding new skills: digital, informational, among others. Textbooks play a fundamental role in the development of skills by serving as a pedagogical tool that can mediate the teaching-learning process. Media competence needs to be developed to deal with the problems resulting from the mediatization of life. This article explores the interface between communication and education and aims to answer the question: how are researches approaching the relationship between media competence and textbooks? Its objectives are: to organize and discuss the definitions and controversies surrounding the concept of competence, the basis of media competence; and to describe what researches are addressing about competence, media competence and textbooks based on a bibliographical survey. The relevance of the article lies in reflecting on the concept of competence and the role of textbooks in its development. As a result, the need for changes in the proposal and structure of textbooks is highlighted so that they can effectively contribute to the development of competence – which involves starting from problem situations presented in an increasing degree of complexity and difficulty.