Mediatization, polarization, and intolerance (between environments, media, and circulation)

Luís Mauro Sá Martino 44 between people and groups in a context, are elaborated as an ac- tion and a discourse. On the other hand, the media environment presents itself, at the same time, as the technological device (a smartphone, for example), language (different platforms imply different semiotic codes), and an institutional production sys- tem. The idea of “articulation,” brought by Hall (1996), indicates that the relationship between both these aspects is not of cause and effect, but a constant dynamic. The study of mediatization focuses on the articulation between both elements. The object of study is not the media it- self, or the social practices - in this case, educational ones - but what emerges from the articulation between them. It is some- thing different from the previous elements: mediatized, educa- tion can take other forms, different from the traditional one; the media environment is covered with other circuits, as Fausto Neto (2006) says, the “circulation of meanings,” when articulat- ed with educational practice. As Hall (1996) recalls, it is a “negotiation” in which there is, beforehand, a unique perspective. When it comes to mediatization and education, it is not a matter of thinking about the “use of technology” in the classroom but the readjustment of practice - education - in another environment. In this perspective of mediatization, the media is nei- ther the “center” nor the main point - Ferreira (2010) recalls the need to avoid the risk of a reduction to technology. As Braga (2010) points out, it is no longer possible to talk about the cen- trality of the media since it is spread across the social fabric; at the same time, it is not a matter of studying didactic-pedagogical practices at the university by itself, which is perhaps closer to education studies, but the scenario resulting from the articula- tion between both. Figure 01 seeks to illustrate these elements: