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

Luís Mauro Sá Martino 46 habits from the mediation with this context - habits that he or she will take to the classroom, challenging this environment to become digital and mediatized, even without any specific tech - nological apparatus. The languages of the media, especially the languages of entertainment, more than seen as obstacles or hindrances to learning, can be seen, in this perspective, as elements that con- stitute the environment of the individual who participates in the act of learning - and, in this aspect, problematize the habits, highlighting them, bringing them to the forefront, at the same time that they are experienced, may contribute to a better un- derstanding of their potentials and limits. 5. Final considerations Mediatization seems to change the inflection of teach - ing practices. Viviana Mancovsky (2011, p. 141) recalls the need for an “epistemological reflection on the role of the teacher as an evaluating subject and the power of his words in the interaction of the clas T s h .” ere is not, and this is almost a truism, a single les- son model for the media environment. There are masterful ex- pository classes, as well as classes mounted on digital supports of questionable quality - and vice versa. It is not the devices, it seems, that are responsible for the success of a class - as Aristo- tle suggests, the ways of learning vary considerably, demanding a dynamic of transformation, critical and self-critical, constant to think about the environment. Maria Paula Pierella (2014, p. 160 and following) highlights the need to think of the class as an “aesthetic experience” and binding, in which the concern with the subjects, the students, is not limited or distanced too much from the “object” of a course or discipline. There is a distinction between the “media environ- ment” and the indiscriminate inclusion of digital devices in the classroom environment - or, even less, the compulsory perspec- tive of its use as a pharmakón to solve educational problems that have deep social, cultural, and economic roots. At this point, per- haps the question, as suggested here, is not the relevance or not