"24" . . . "Symbolick\u00E1 moc m\u00E9di\u00ED jako pedagogick\u00FD faktor" . "Pedagogick\u00E1 orientace" . . . "2" . "C\u00EDlem teoretick\u00E9 studie je zmapovat symbolickou moc jako podm\u00EDnku a z\u00E1rove\u0148 hlavn\u00ED prost\u0159edek eduka\u010Dn\u011B socializa\u010Dn\u00EDho p\u016Fsoben\u00ED m\u00E9di\u00ED. V \u00FAvodu studie je stru\u010Dn\u011B p\u0159edstaven koncept symbolick\u00E9 moci, z n\u011Bho\u017E autor vyvozuje existenci specifick\u00E9ho %22vzd\u011Bl\u00E1vac\u00EDho programu%22 m\u00E9di\u00ED. V druh\u00E9 \u010D\u00E1sti je diskutov\u00E1na role st\u00E1tu v utv\u00E1\u0159en\u00ED symbolick\u00E9ho prost\u0159ed\u00ED a je argumentov\u00E1no, \u017Ee parametry %22vzd\u011Bl\u00E1vac\u00EDho programu%22 m\u00E9di\u00ED dominantn\u011B definuje st\u00E1t jako hegemon symbolick\u00E9 moci. Mo\u017Enosti vytv\u00E1\u0159en\u00ED opozi\u010Dn\u00EDch diskurs\u016F potenci\u00E1ln\u011B naru\u0161uj\u00EDc\u00EDch symbolickou hegemonii st\u00E1tu a role, kterou v tomto procesu hraje medi\u00E1ln\u00ED v\u00FDchova, jsou t\u00E9matem \u010D\u00E1sti n\u00E1sleduj\u00EDc\u00ED. Na z\u00E1v\u011Br p\u0159\u00EDsp\u011Bvku je pak formulov\u00E1na p\u0159edstava medi\u00E1ln\u00ED gramotnosti jako soci\u00E1ln\u00ED a ob\u010Dansk\u00E9 kompetence, kter\u00E1 jednotlivc\u016Fm umo\u017En\u00ED \u00FA\u010Dinn\u011Bji se zapojit do procesu ve\u0159ejn\u00E9 komunikace a politick\u00E9ho rozhodov\u00E1n\u00ED. Oproti tradi\u010Dn\u00ED p\u0159edstav\u011B, \u017Ee m\u00E9dia jsou hegemonem symbolick\u00E9 moci, p\u0159edkl\u00E1d\u00E1 p\u0159\u00EDsp\u011Bvek teoreticky podlo\u017Eenou tezi, \u017Ee symbolick\u00E1 moc m\u00E9di\u00ED je kontrolov\u00E1na st\u00E1tem, kter\u00FD ur\u010Duje obsah a podoby ve\u0159ejn\u00E9ho diskursu. %22Vzd\u011Bl\u00E1vac\u00ED program%22 m\u00E9di\u00ED je proto nastolov\u00E1n st\u00E1tem a odr\u00E1\u017E\u00ED jeho pot\u0159eby kontrolovat v\u011Bd\u011Bn\u00ED ve spole\u010Dnosti. S ohledem na tato zji\u0161t\u011Bn\u00ED by medi\u00E1ln\u00ED v\u00FDchova mohla roz\u0161\u00ED\u0159it sou\u010Dasn\u00E9 pojet\u00ED medi\u00E1ln\u00ED gramotnosti o ob\u010Dansk\u00FD a politick\u00FD kontext. Pokud jsou m\u00E9dia prim\u00E1rn\u011B dom\u00E9nou ovl\u00E1d\u00E1n\u00ED, v\u011Bdomosti a dovednosti spojen\u00E9 s m\u00E9dii by m\u011Bly vytv\u00E1\u0159et p\u0159esn\u011Bj\u0161\u00ED p\u0159edstavu o zp\u016Fsobech uplat\u0148ov\u00E1n\u00ED moci ve spole\u010Dnosti a form\u00E1ch emancipace v\u016F\u010Di n\u00ED."@cs . . "15"^^ . "Symbolic Power as an Educational Factor"@en . "Symbolick\u00E1 moc m\u00E9di\u00ED jako pedagogick\u00FD faktor"@cs . . . . . . "Symbolick\u00E1 moc m\u00E9di\u00ED jako pedagogick\u00FD faktor" . "RIV/00216208:11210/14:10282419" . . "CZ - \u010Cesk\u00E1 republika" . "media literacy; media pedagogy; institutional power; discourse; ideology; media; The symbolic power"@en . "Symbolic Power as an Educational Factor"@en . "Symbolick\u00E1 moc m\u00E9di\u00ED jako pedagogick\u00FD faktor"@cs . . "11210" . "1"^^ . "The theoretical study explores media symbolic power as the main condition and means of its educational influence. The beginning of the study introduces the concept of symbolic power, from which author deduces the existence of specific media %22educational program%22. The second part discusses the role of the state in shaping the symbolic environment and stresses the main position state holds in defining parameters of media %22educational program%22 as a dominant hegemon of symbolic power. The possibility of creating opposition discourses potentially disruptive to symbolic hegemony of the state and the role which media education plays in this process is the topic of the next part. At the conclusion of the paper is then formulated concept of media literacy as a social and civic competence that enables individuals to participate more effectively in the process of public communication and political decision-making. Contrary to media education widespread belief that media is the hegemon of symbolic power in society, the paper proposes theoretically substantiated thesis that the symbolic power of media is controlled by state, which determines the content and form of public discourse. The %22educational program%22 of media is thus controlled by the state and reflects its need to set knowledge in society. With regard to these findings, media literacy could broaden the current concept of media literacy by civic and political context. If media are primarily the domain of control, knowledge and skills associated with media should produce more accurate idea of ways power is exercised in society and forms of one's emancipation."@en . . "1211-4669" . "[2024C4F0AB78]" . . "Valenta, Petr" . "48869" . . "I, V" . "1"^^ . . . . "https://journals.muni.cz/pedor/article/view/620/599" . "RIV/00216208:11210/14:10282419!RIV15-MSM-11210___" . . "C\u00EDlem teoretick\u00E9 studie je zmapovat symbolickou moc jako podm\u00EDnku a z\u00E1rove\u0148 hlavn\u00ED prost\u0159edek eduka\u010Dn\u011B socializa\u010Dn\u00EDho p\u016Fsoben\u00ED m\u00E9di\u00ED. V \u00FAvodu studie je stru\u010Dn\u011B p\u0159edstaven koncept symbolick\u00E9 moci, z n\u011Bho\u017E autor vyvozuje existenci specifick\u00E9ho %22vzd\u011Bl\u00E1vac\u00EDho programu%22 m\u00E9di\u00ED. V druh\u00E9 \u010D\u00E1sti je diskutov\u00E1na role st\u00E1tu v utv\u00E1\u0159en\u00ED symbolick\u00E9ho prost\u0159ed\u00ED a je argumentov\u00E1no, \u017Ee parametry %22vzd\u011Bl\u00E1vac\u00EDho programu%22 m\u00E9di\u00ED dominantn\u011B definuje st\u00E1t jako hegemon symbolick\u00E9 moci. Mo\u017Enosti vytv\u00E1\u0159en\u00ED opozi\u010Dn\u00EDch diskurs\u016F potenci\u00E1ln\u011B naru\u0161uj\u00EDc\u00EDch symbolickou hegemonii st\u00E1tu a role, kterou v tomto procesu hraje medi\u00E1ln\u00ED v\u00FDchova, jsou t\u00E9matem \u010D\u00E1sti n\u00E1sleduj\u00EDc\u00ED. Na z\u00E1v\u011Br p\u0159\u00EDsp\u011Bvku je pak formulov\u00E1na p\u0159edstava medi\u00E1ln\u00ED gramotnosti jako soci\u00E1ln\u00ED a ob\u010Dansk\u00E9 kompetence, kter\u00E1 jednotlivc\u016Fm umo\u017En\u00ED \u00FA\u010Dinn\u011Bji se zapojit do procesu ve\u0159ejn\u00E9 komunikace a politick\u00E9ho rozhodov\u00E1n\u00ED. Oproti tradi\u010Dn\u00ED p\u0159edstav\u011B, \u017Ee m\u00E9dia jsou hegemonem symbolick\u00E9 moci, p\u0159edkl\u00E1d\u00E1 p\u0159\u00EDsp\u011Bvek teoreticky podlo\u017Eenou tezi, \u017Ee symbolick\u00E1 moc m\u00E9di\u00ED je kontrolov\u00E1na st\u00E1tem, kter\u00FD ur\u010Duje obsah a podoby ve\u0159ejn\u00E9ho diskursu. %22Vzd\u011Bl\u00E1vac\u00ED program%22 m\u00E9di\u00ED je proto nastolov\u00E1n st\u00E1tem a odr\u00E1\u017E\u00ED jeho pot\u0159eby kontrolovat v\u011Bd\u011Bn\u00ED ve spole\u010Dnosti. S ohledem na tato zji\u0161t\u011Bn\u00ED by medi\u00E1ln\u00ED v\u00FDchova mohla roz\u0161\u00ED\u0159it sou\u010Dasn\u00E9 pojet\u00ED medi\u00E1ln\u00ED gramotnosti o ob\u010Dansk\u00FD a politick\u00FD kontext. Pokud jsou m\u00E9dia prim\u00E1rn\u011B dom\u00E9nou ovl\u00E1d\u00E1n\u00ED, v\u011Bdomosti a dovednosti spojen\u00E9 s m\u00E9dii by m\u011Bly vytv\u00E1\u0159et p\u0159esn\u011Bj\u0161\u00ED p\u0159edstavu o zp\u016Fsobech uplat\u0148ov\u00E1n\u00ED moci ve spole\u010Dnosti a form\u00E1ch emancipace v\u016F\u010Di n\u00ED." .