Componentes curriculares y competencias mediáticas en la Educación Primaria en Bolivia

Résumé

This study is aimed at describing the curricular components related to mass and digital audiovisual communication that are addressed in the Regular Education for Primary level in Bolivia. It attempts to establish whether media competences are considered. The contents, the methodology, the evaluation processes and the products indicated in the curricula of the six grade levels are described in their relationship with the media considering the media competence dimensions proposed by Pérez-Tornero and Varis (2012). This is a descriptive study, using a mixed, quantitative and qualitative methodological approach. The analysis of the curriculum (from First to Sixth) of Primary school was carried out, and interviews were conducted with directors of public educational institutions to assess their perceptions of the subject. The results showed that the dimension “Access and Use” considers the mass media in its use as resources and supports in the teaching process, but not as topics of knowledge or objects of study for teaching. Massive digital communication is absent in the methodological approach within the curricula.