Discursos da mídia sobre educação: O caso de testes no Chile
DOI:
https://doi.org/10.7764/cdi.44.1429Palavras-chave:
midiatização da educação, editoriais, enquadramento, análise crítica do discurso, SIMCEResumo
Neste artigo, discutimos a relação entre mídia e educação com base na cobertura da imprensa chilena do teste do SIMCE. Utilizando os métodos de análise crítica do discurso e enquadre, concluímos que os jornais analisados tendem a naturalizar as deficiências deste instrumento de avaliação e a desativar os argumentos que criticam sua permanência. Portanto, o processamento de conflitos em torno dessa medida está sujeito à padronização que esses discursos jornalísticos proporcionam ao campo educacional. Assim, reforça-se a crescente influência da mídia na formulação de políticas educacionais, em um processo conhecido como midiatização da educação.
Referências
Aalberg, T., Strömbäck, J., & de Vreese, C. H. (2011). The framing of politics as strategy and game: A review of concepts, operationalizations and key findings. Journalism, 13(2), 162–178. https://doi.org/10.1177/1464884911427799
Adhikary, R. W., Lingard, B., & Hardy, I. (2018). A critical examination of Teach for Bangladesh’s Facebook page: ‘Social-mediatisation’ of global education reforms in the ‘post-truth’ era. Journal of Education Policy, 33(5), 632-661. https://doi.org/10.1080/02680939.2018.1445294
Asociación Chilena de Agencias de Medios. (2015). Informe de lectoría (Reading report). Retrieved from https://aam.cl/wp-content/uploads/2018/05/Informe_de_lectoria_AAM.pdf
Bellei, C. (2015). El gran experimento. Mercado y privatización de la educación chilena (The big experiment: Market and privatization of Chilean Education). Santiago, Chile: LOM.
Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools. Case studies in policy sociology. London: Routledge.
Cabalin, C. & Antezana, L. (2016). La educación en portada: La visualización de la política educacional en la prensa (Education cover page: The visualization of educational policy in the press). Cuadernos.info, (39), 195-207. https://doi.org/10.7764/cdi.39.914
Cárdenas, C., Cabalin, C., & Montero, L. (2017). Análisis crítico de editoriales y su influencia en la conformación de políticas sobre la calidad de la educación en Chile: Los casos de La Tercera y El Mercurio (A critical analysis of editorials and their influence in shaping policies on the quality of education in Chile: The cases of La Tercera and El Mercurio). Estudios Pedagógicos (Valdivia), 43(1), 19-39. https://doi.org/10.4067/S0718-07052017000100002
Castelló, E. & Capdevila, A. (2013). Marcos interpretativos simbólicos y pragmáticos. Un estudio comparativo de la temática de la independencia durante las elecciones escocesas y catalanas (Defining pragmatic and symbolic frames: Newspapers about the independence during the Scottish and Catalan elections). Estudios sobre el Mensaje Periodístico, 19(2), 979-999. https://revistas.ucm.es/index.php/ESMP/article/view/43483
Centro de Investigación Avanzada en Educación de la Universidad de Chile. (2015, August 26). “No ha habido otro momento en la historia de Chile con esta intensidad en la discusión sobre educación” (“There has not been another moment in Chilean history with this intense discussion about education”). Retrieved from http://www.ciae.uchile.cl/index.php?page=view_noticias&id=696&langSite=es
Desempeños educacionales en el Simce (Simce’s educational performances). (2014, June 15). El Mercurio. Retrieved from www.elmercurio.cl
Díaz, M. & Mellado, C. (2017). Agenda y uso de fuentes en los titulares y noticias centrales de los medios informativos chilenos. Un estudio de la prensa impresa, online, radio y televisión (Agenda and use of sources in headlines and lead stories in Chilean media. A study of the press, online, radio and television news). Cuadernos.info, (40), 107-121. https://doi.org/10.7764/cdi.40.1106
Doolan, J. & Blackmore, J. (2018). Principals’ talking back to mediatized education policies regarding school performance. Journal of Education Policy, 33(6), 818-839. https://doi.org/10.1080/02680939.2017.1386803
Entman, R. (1993). Framing: toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. https://doi.org/10.1111/j.1460-2466.1993.tb01304.x
Entman, R. & Usher, N. (2018). Framing in a fractured democracy: Impacts of digital technology on ideology, power and cascading network activation. Journal of Communication, 68(2), 298-308. https://doi.org/10.1093/joc/jqx019
Erss, M. & Kalmus, V. (2018). Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers’ newspapers in 1991-2010. Teaching and Teacher Education, 76, 95-105. https://doi.org/10.1016/j.tate.2018.08.003
Fairclough, N. (1995). Media discourse. London: Hodder Arnold.
Fairclough, N. (2009). Discourse and social change. Cambridge: Polity Press.
Ford, D. R., Porfilio, B., & Goldstein, R. (2015). The news media, education and the subversion of the neoliberal social imaginary. Critical Education, 6(7), 1-24. Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186119
Franklin, B. (2004). Education, education and indoctrination! Packaging politics and the three ‘Rs’. Journal of Education Policy, 19(3), 255-270. https://doi.org/10.1080/0268093042000207601
Goffman, E. (2006). Frame analysis. Los marcos de la experiencia (Frame analysis. An essay on the organization of experience). Madrid: Centro de Investigaciones Sociológicas. Siglo XXI.
Gronemeyer, M. E. & Porath, W. (2013). Los niveles de coincidencias temáticas en editoriales de cinco diarios chilenos de referencia en un contexto de concentración de la propiedad de los medios (The levels of thematic overlap in the editorials of five Chilean mainstream newspapers in a context of concentrated media ownership). Estudios Sobre el Mensaje Periodístico, 19(1), 433-452. https://doi.org/10.5209/rev_ESMP.2013.v19.n1.42531
Hepp, A., Hjarvard, S., & Lundby, K. (2015). Mediatization: theorizing the interplay between media, culture and society. Culture, Media & Society, 37(2), 314-324. https://doi.org/10.1177/0163443715573835
Hjarvard, S. (2013). The mediatization of culture and society. New York: Routledge.
Hyatt, D. (2013). The critical higher education policy discourse analysis framework. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (Vol. 9, pp. 41-59). London: Emerald Group.
Injustificada restricción al Simce (Unjustified restriction to Simce). (2014, November 30). La Tercera. Retrieved from www.latercera.cl
Insunza, J. (2015). El mal de la medición estandarizada y estrategias para superarla (La experiencia chilena) (The mistake of standardized test and strategies to overcome it (The Chilean experience)). Intercambio, (7), 27-30. Retrieved from http://www.revistaintercambio.org/index.php/INTERCAMBIO/article/view/9/0
Iyengar, S. (1996). Framing responsibility for political issues. Annals of the American Academy of Political and Social Science, 546(1), 59-70. https://doi.org/10.1177/0002716296546001006
Lingard, B. (2016). Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. The Australian Educational Researcher, 43(1), 15-33. https://doi.org/10.1007/s13384-015-0193-0
Lingard, B. & Sellar, S. (2013). ‘Catalyst data’: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634-656. https://doi.org/10.1080/02680939.2012.758815
Malin, J., Hardy, I., & Lubienski, C. (2019). Educational neoliberalization: The mediatization of ethical assertions in the voucher debate. Discourse: Studies in the Cultural Politics of Education, 40(2), 217-233. https://doi.org/10.1080/01596306.2019.1569880
Mockler, N. (2018). Discourses of teacher quality in the Australian print media 2014-2017: A corpusassisted analysis. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2018.1553849
Mulderrig, J. (2011). Manufacturing consent: A corpus-based critical discourse analysis of New Labour’s educational governance. Educational Philosophy and Theory, 43(6), 562-578. https://doi.org/10.1111/j.1469-5812.2010.00723.x
Palau, D. (2013). La actualidad decantada. Enfoques y estilos en los titulares de portada (The actuality decanted. Frames and styles in the front page titles). Estudios sobre el Mensaje Periodístico, 19(2), 825-839. https://doi.org/10.5209/rev_ESMP.2013.v19.n2.43474
Piñeiro-Naval, V. & Mangana, R. (2018). Teoría del encuadre: Panorámica conceptual y estado del arte en el contexto hispano (Framing Theory: Conceptual overview and state of art in the Hispanic context). Estudios sobre el Mensaje Periodístico, 24(2), 1541-1557. https://doi.org/10.5209/ESMP.62233
Saarinen, T. (2008a). Persuasive presuppositions in OECD and EU higher education policy documents. Discourse & Society, 10(3), 341-359. https://doi.org/10.1177/1461445608089915
Saarinen, T. (2008b). Position of text and discourse analysis in higher education policy research. Studies in Higher Education, 33(6), 719-728. https://doi.org/10.1080/03075070802457090
Reisigl, M. & Wodak, R. (2009). The discourse-historical approach (DHA). In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd Ed., pp. 87-121). London: Sage.
Resultados del Simce y calidad de la educación (Simce results and education quality). (2014, June 16). La Tercera. Retrieved from www.latercera.cl
Rönnberg, L., Lindgren, J., & Segerholm, Ch. (2013). In the public eye: Swedish school inspection and local newspapers: Exploring the audit–media relationship. Journal of Education Policy, 28(2), 178-197. https://doi.org/10.1080/02680939.2012.701668
Rogers, R. (2008). Critical discourse analysis in education. In S. May & N. Hornberger (Eds.), Encyclopedia of language and education (2nd Ed., pp. 53-68). New York: Springer.
Rogers, R. (2011). An introduction to critical discourse analysis in education (2nd Ed.). London-New York: Routledge.
Rogers, R. (2017). Critical discourse analysis in education. In D. Kim, S. Wortham, & S. May (Eds.), Discourse and education (3rd Ed., pp. 41-54). Cham: Springer.
Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & O’Garro, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416. https://doi.org/10.3102/00346543075003365
Santa Cruz Grau, E. & Olmedo, A. (2012). Neoliberalismo y creación del ‘sentido común’: Crisis educativa y medios de comunicación en Chile (Neoliberalism and creation of “common sense”: educational crisis and mass media in Chile). Profesorado: Revista de Currículum y Formación del Profesorado, 16(3), 145-168. Retrieved from http://hdl.handle.net/10481/23106
Santori, D. (2018). Public narratives under intensified market conditions: Chile as a critical case. Discourse: Studies in the Cultural Politics of Education, 39(1), 53-68. https://doi.org/10.1080/01596306.2016.1229267
Scheufele, D. A. (1999). Framing as a theory of media effects. Journal of Communication, 49(1), 103-122. https://doi.org/10.1111/j.1460-2466.1999.tb02784.x
Scheufele, D. A. & Tewksbury, D. (2007). Framing, agenda setting, and priming: The evolution of three media effects models. Journal of Communication, 57(1), 9-20. https://doi.org/10.1111/j.1460-2466.2006.00326_5.x
Shine, K. & O’Donoghue, T. (2013). Teacher representation in news reporting on standardised testing: A case study from Western Australia. Educational Studies, 39(4), 385–398. https://doi.org/10.1080/03055698.2013.767186
Stack, M. (2007). Representing school success and failure: Media coverage of international tests. Policy Futures in Education, 5(1), 100-110. https://doi.org/10.2304/pfie.2007.5.1.100
Sorribas, P. (2011). Acción política y frame analysis: Convergencias y divergencias entre media frame y marcos de acción colectiva (Political action and frame analysis: Convergences and divergences between media frame and collective action frames). Perspectivas de la Comunicación, 4(1), 92-105. Retrieved from http://ojs.ufro.cl/index.php/perspectivas/article/view/109
Thomas, S. (2009). Newspapers on education policy: Constructing an authoritative public voice on education. In R. Fitzgerald & W. Housley (Eds.), Media, policy and interaction (pp. 205-223). London: Routledge.
Titscher, S. (2000). Methods of textual and discourse analysis. London: Sage.
Van Dijk, T. (1999). Ideología (Ideology). Barcelona: Gedisa.
Van Dijk, T. (2002). El conocimiento y las noticias (Knowledge and news). Quaderns de Filologia, 1, 249-270.
Van Dijk, T. (2009). Discurso y poder (Discourse and power). Barcelona: Gedisa.
Van Dijk, T. (2011). Sociedad y discurso (Society and discourse). Barcelona: Gedisa.
Van Dijk, T. (2012). Discurso y contexto (Discourse and context). Barcelona: Gedisa.
Van Dijk, T. (2014). Discourse and knowledge. Cambridge: Cambridge University Press.
Van Eemeren, F. & Grootendorst, R. (2002). Argumentación, comunicación y falacias. Una perspectiva pragma-dialéctica (Argumentation, communication and fallacies. A pragmatic-dialectical perspective). Santiago, Chile: Ediciones Universidad Católica de Chile.
Van Leeuwen, T. (2008). Discourse and practice. Oxford: Oxford University Press.
Warmington, P. & Murphy, R. (2004). Could do better? Media depictions of UK educational assessment results. Journal of Education Policy, 19(3), 285-299. https://doi.org/10.1080/0268093042000207629
Adhikary, R. W., Lingard, B., & Hardy, I. (2018). A critical examination of Teach for Bangladesh’s Facebook page: ‘Social-mediatisation’ of global education reforms in the ‘post-truth’ era. Journal of Education Policy, 33(5), 632-661. https://doi.org/10.1080/02680939.2018.1445294
Asociación Chilena de Agencias de Medios. (2015). Informe de lectoría (Reading report). Retrieved from https://aam.cl/wp-content/uploads/2018/05/Informe_de_lectoria_AAM.pdf
Bellei, C. (2015). El gran experimento. Mercado y privatización de la educación chilena (The big experiment: Market and privatization of Chilean Education). Santiago, Chile: LOM.
Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools. Case studies in policy sociology. London: Routledge.
Cabalin, C. & Antezana, L. (2016). La educación en portada: La visualización de la política educacional en la prensa (Education cover page: The visualization of educational policy in the press). Cuadernos.info, (39), 195-207. https://doi.org/10.7764/cdi.39.914
Cárdenas, C., Cabalin, C., & Montero, L. (2017). Análisis crítico de editoriales y su influencia en la conformación de políticas sobre la calidad de la educación en Chile: Los casos de La Tercera y El Mercurio (A critical analysis of editorials and their influence in shaping policies on the quality of education in Chile: The cases of La Tercera and El Mercurio). Estudios Pedagógicos (Valdivia), 43(1), 19-39. https://doi.org/10.4067/S0718-07052017000100002
Castelló, E. & Capdevila, A. (2013). Marcos interpretativos simbólicos y pragmáticos. Un estudio comparativo de la temática de la independencia durante las elecciones escocesas y catalanas (Defining pragmatic and symbolic frames: Newspapers about the independence during the Scottish and Catalan elections). Estudios sobre el Mensaje Periodístico, 19(2), 979-999. https://revistas.ucm.es/index.php/ESMP/article/view/43483
Centro de Investigación Avanzada en Educación de la Universidad de Chile. (2015, August 26). “No ha habido otro momento en la historia de Chile con esta intensidad en la discusión sobre educación” (“There has not been another moment in Chilean history with this intense discussion about education”). Retrieved from http://www.ciae.uchile.cl/index.php?page=view_noticias&id=696&langSite=es
Desempeños educacionales en el Simce (Simce’s educational performances). (2014, June 15). El Mercurio. Retrieved from www.elmercurio.cl
Díaz, M. & Mellado, C. (2017). Agenda y uso de fuentes en los titulares y noticias centrales de los medios informativos chilenos. Un estudio de la prensa impresa, online, radio y televisión (Agenda and use of sources in headlines and lead stories in Chilean media. A study of the press, online, radio and television news). Cuadernos.info, (40), 107-121. https://doi.org/10.7764/cdi.40.1106
Doolan, J. & Blackmore, J. (2018). Principals’ talking back to mediatized education policies regarding school performance. Journal of Education Policy, 33(6), 818-839. https://doi.org/10.1080/02680939.2017.1386803
Entman, R. (1993). Framing: toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. https://doi.org/10.1111/j.1460-2466.1993.tb01304.x
Entman, R. & Usher, N. (2018). Framing in a fractured democracy: Impacts of digital technology on ideology, power and cascading network activation. Journal of Communication, 68(2), 298-308. https://doi.org/10.1093/joc/jqx019
Erss, M. & Kalmus, V. (2018). Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers’ newspapers in 1991-2010. Teaching and Teacher Education, 76, 95-105. https://doi.org/10.1016/j.tate.2018.08.003
Fairclough, N. (1995). Media discourse. London: Hodder Arnold.
Fairclough, N. (2009). Discourse and social change. Cambridge: Polity Press.
Ford, D. R., Porfilio, B., & Goldstein, R. (2015). The news media, education and the subversion of the neoliberal social imaginary. Critical Education, 6(7), 1-24. Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186119
Franklin, B. (2004). Education, education and indoctrination! Packaging politics and the three ‘Rs’. Journal of Education Policy, 19(3), 255-270. https://doi.org/10.1080/0268093042000207601
Goffman, E. (2006). Frame analysis. Los marcos de la experiencia (Frame analysis. An essay on the organization of experience). Madrid: Centro de Investigaciones Sociológicas. Siglo XXI.
Gronemeyer, M. E. & Porath, W. (2013). Los niveles de coincidencias temáticas en editoriales de cinco diarios chilenos de referencia en un contexto de concentración de la propiedad de los medios (The levels of thematic overlap in the editorials of five Chilean mainstream newspapers in a context of concentrated media ownership). Estudios Sobre el Mensaje Periodístico, 19(1), 433-452. https://doi.org/10.5209/rev_ESMP.2013.v19.n1.42531
Hepp, A., Hjarvard, S., & Lundby, K. (2015). Mediatization: theorizing the interplay between media, culture and society. Culture, Media & Society, 37(2), 314-324. https://doi.org/10.1177/0163443715573835
Hjarvard, S. (2013). The mediatization of culture and society. New York: Routledge.
Hyatt, D. (2013). The critical higher education policy discourse analysis framework. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (Vol. 9, pp. 41-59). London: Emerald Group.
Injustificada restricción al Simce (Unjustified restriction to Simce). (2014, November 30). La Tercera. Retrieved from www.latercera.cl
Insunza, J. (2015). El mal de la medición estandarizada y estrategias para superarla (La experiencia chilena) (The mistake of standardized test and strategies to overcome it (The Chilean experience)). Intercambio, (7), 27-30. Retrieved from http://www.revistaintercambio.org/index.php/INTERCAMBIO/article/view/9/0
Iyengar, S. (1996). Framing responsibility for political issues. Annals of the American Academy of Political and Social Science, 546(1), 59-70. https://doi.org/10.1177/0002716296546001006
Lingard, B. (2016). Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. The Australian Educational Researcher, 43(1), 15-33. https://doi.org/10.1007/s13384-015-0193-0
Lingard, B. & Sellar, S. (2013). ‘Catalyst data’: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634-656. https://doi.org/10.1080/02680939.2012.758815
Malin, J., Hardy, I., & Lubienski, C. (2019). Educational neoliberalization: The mediatization of ethical assertions in the voucher debate. Discourse: Studies in the Cultural Politics of Education, 40(2), 217-233. https://doi.org/10.1080/01596306.2019.1569880
Mockler, N. (2018). Discourses of teacher quality in the Australian print media 2014-2017: A corpusassisted analysis. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2018.1553849
Mulderrig, J. (2011). Manufacturing consent: A corpus-based critical discourse analysis of New Labour’s educational governance. Educational Philosophy and Theory, 43(6), 562-578. https://doi.org/10.1111/j.1469-5812.2010.00723.x
Palau, D. (2013). La actualidad decantada. Enfoques y estilos en los titulares de portada (The actuality decanted. Frames and styles in the front page titles). Estudios sobre el Mensaje Periodístico, 19(2), 825-839. https://doi.org/10.5209/rev_ESMP.2013.v19.n2.43474
Piñeiro-Naval, V. & Mangana, R. (2018). Teoría del encuadre: Panorámica conceptual y estado del arte en el contexto hispano (Framing Theory: Conceptual overview and state of art in the Hispanic context). Estudios sobre el Mensaje Periodístico, 24(2), 1541-1557. https://doi.org/10.5209/ESMP.62233
Saarinen, T. (2008a). Persuasive presuppositions in OECD and EU higher education policy documents. Discourse & Society, 10(3), 341-359. https://doi.org/10.1177/1461445608089915
Saarinen, T. (2008b). Position of text and discourse analysis in higher education policy research. Studies in Higher Education, 33(6), 719-728. https://doi.org/10.1080/03075070802457090
Reisigl, M. & Wodak, R. (2009). The discourse-historical approach (DHA). In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd Ed., pp. 87-121). London: Sage.
Resultados del Simce y calidad de la educación (Simce results and education quality). (2014, June 16). La Tercera. Retrieved from www.latercera.cl
Rönnberg, L., Lindgren, J., & Segerholm, Ch. (2013). In the public eye: Swedish school inspection and local newspapers: Exploring the audit–media relationship. Journal of Education Policy, 28(2), 178-197. https://doi.org/10.1080/02680939.2012.701668
Rogers, R. (2008). Critical discourse analysis in education. In S. May & N. Hornberger (Eds.), Encyclopedia of language and education (2nd Ed., pp. 53-68). New York: Springer.
Rogers, R. (2011). An introduction to critical discourse analysis in education (2nd Ed.). London-New York: Routledge.
Rogers, R. (2017). Critical discourse analysis in education. In D. Kim, S. Wortham, & S. May (Eds.), Discourse and education (3rd Ed., pp. 41-54). Cham: Springer.
Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & O’Garro, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416. https://doi.org/10.3102/00346543075003365
Santa Cruz Grau, E. & Olmedo, A. (2012). Neoliberalismo y creación del ‘sentido común’: Crisis educativa y medios de comunicación en Chile (Neoliberalism and creation of “common sense”: educational crisis and mass media in Chile). Profesorado: Revista de Currículum y Formación del Profesorado, 16(3), 145-168. Retrieved from http://hdl.handle.net/10481/23106
Santori, D. (2018). Public narratives under intensified market conditions: Chile as a critical case. Discourse: Studies in the Cultural Politics of Education, 39(1), 53-68. https://doi.org/10.1080/01596306.2016.1229267
Scheufele, D. A. (1999). Framing as a theory of media effects. Journal of Communication, 49(1), 103-122. https://doi.org/10.1111/j.1460-2466.1999.tb02784.x
Scheufele, D. A. & Tewksbury, D. (2007). Framing, agenda setting, and priming: The evolution of three media effects models. Journal of Communication, 57(1), 9-20. https://doi.org/10.1111/j.1460-2466.2006.00326_5.x
Shine, K. & O’Donoghue, T. (2013). Teacher representation in news reporting on standardised testing: A case study from Western Australia. Educational Studies, 39(4), 385–398. https://doi.org/10.1080/03055698.2013.767186
Stack, M. (2007). Representing school success and failure: Media coverage of international tests. Policy Futures in Education, 5(1), 100-110. https://doi.org/10.2304/pfie.2007.5.1.100
Sorribas, P. (2011). Acción política y frame analysis: Convergencias y divergencias entre media frame y marcos de acción colectiva (Political action and frame analysis: Convergences and divergences between media frame and collective action frames). Perspectivas de la Comunicación, 4(1), 92-105. Retrieved from http://ojs.ufro.cl/index.php/perspectivas/article/view/109
Thomas, S. (2009). Newspapers on education policy: Constructing an authoritative public voice on education. In R. Fitzgerald & W. Housley (Eds.), Media, policy and interaction (pp. 205-223). London: Routledge.
Titscher, S. (2000). Methods of textual and discourse analysis. London: Sage.
Van Dijk, T. (1999). Ideología (Ideology). Barcelona: Gedisa.
Van Dijk, T. (2002). El conocimiento y las noticias (Knowledge and news). Quaderns de Filologia, 1, 249-270.
Van Dijk, T. (2009). Discurso y poder (Discourse and power). Barcelona: Gedisa.
Van Dijk, T. (2011). Sociedad y discurso (Society and discourse). Barcelona: Gedisa.
Van Dijk, T. (2012). Discurso y contexto (Discourse and context). Barcelona: Gedisa.
Van Dijk, T. (2014). Discourse and knowledge. Cambridge: Cambridge University Press.
Van Eemeren, F. & Grootendorst, R. (2002). Argumentación, comunicación y falacias. Una perspectiva pragma-dialéctica (Argumentation, communication and fallacies. A pragmatic-dialectical perspective). Santiago, Chile: Ediciones Universidad Católica de Chile.
Van Leeuwen, T. (2008). Discourse and practice. Oxford: Oxford University Press.
Warmington, P. & Murphy, R. (2004). Could do better? Media depictions of UK educational assessment results. Journal of Education Policy, 19(3), 285-299. https://doi.org/10.1080/0268093042000207629
Publicado
2020-07-29
Como Citar
Cabalin, C., Montero, L., & Cárdenas, C. (2020). Discursos da mídia sobre educação: O caso de testes no Chile. Cuadernos.Info, (44), 135–154. https://doi.org/10.7764/cdi.44.1429
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TEMAS GENERALES
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Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.
