3-4 de abril de 2014: Brites, Maria J; Santos, Sílvio C.; Jorge, Ana; Catalão, Daniel; Navio, Catarina. From systematic analysis to participation strategies: online radio for the empowerment of young audiences. (New) Audience Practices, Lisboa, 2014. http://audiencepractices.wix.com/cecc

1. From systematic analysis to participation
strategies: online radio for the
empowerment of young audiences
(New) Audience Practices
3rd-4th April 2014
Lisbon, Portugal
Maria José Brites, CIMJ/FCSH, ULP
Sílvio Correia Santos, CIMJ, UC
Ana Jorge, CIMJ/FCSH/NOVA
Daniel Catalão, ULP, RTP
Catarina Navio, CIMJ

2. RadioActive Europe
• Consortium: United Kingdom, Germany, Malta, Portugal
and Romania
• Implement a participatory online radio among socially
disenfranchised young people and adults
• Financed by European Commission’s Lifelong Learning
Programme (531245-LLP-1-2012-1-UK-KA3-KA3MP)

3. Purposes
• Promotion of social and technological inclusion through
the production of contents for an online radio and social
media, while building capacity for participants in the
research-action process.
• The theoretical and methodological pillars are thus
located in the field of Media Education and of
Participatory Action Research.
• These implicate that we have to take into consideration
the pre-existing contexts, established in the long run.

4. Research model
• Develop participatory personal
competences in non-formal
learning contexts
• Educational potential
• Among disenfranchised
communities
• Participants take up the role of
partners and acquire competences
for their job search and life in
society (Ravenscroft, Attwell,
Blagbrough and Stieglitz, 2011)
• Community empowerment
Participatory
action research (PAR)

5. Problematisation: systematic analysis
Identify: problems and needs and more realistic goals for
change were established.
«Teaching is not a transfer of knowledge, it is the
ability to make its creation possible»
(Freire, 2010/1996: 22)

6. Problematisation: systematic analysis
• WHY: This step is crucial to demonstrate that the researchers
are not seen as experts, but are involved in the experience
(Ravenscroft, Attwell, Blagbrough & Stieglitz, 2011).
• WHAT FOR: Identify problems and needs; set up realistic goals
for change
• HOW: Workshops; Focus Groups; Participant and Direct
observation; Informal conversations
• WITH WHOM: Main players (young people, social workers and
community managers).
• OUTPUT: With this data, we reflect on the processes of
analysis, state its implications for implementation and
establish priorities.

7. Portugal
• Partnership with Programa Escolhas (Choices)
– Created in 2001, as an inter-ministerial
approach to social exclusion of children and
young people living in the most excluded
neighbourhoods
• Porto – Metas and Catapulta
• Coimbra – Trampolim

8. Metas
• Parish with social contrast
• Previous use of webradio (school) and other digital media
• Disseminate their activities and so the programs are expected
to be done with reports and news about the activities: Youth
and Art; Youth and Comunity; Youth and Education; Youth
and…
• More competitive
• Interaction with other European partners
- http://pt.radioactive101.eu/2013/07/26/metas-programa-01/

9. Catapulta
• Oporto downtown
• Non-racist NGO
• Lack of digital competences
• Working close to each other – more participation
• Growing with RA
- http://pt.radioactive101.eu/2013/08/01/catapulta-programa-01/

10. Trampolim
• Low-income neighbourhoods
(Roma community)
• Way to improve the youngsters' confidence and as form of
widening their cultural and social horizons beyond their
comfort zone
• Difficulty in engaging some of the younger users led to the
development of a more practical approach to the workshops
- http://pt.radioactive101.eu/2013/08/19/trampolim-programa-01/

11. Radio Shows
• Significance findings in problematisation phase, which had a
direct connection and reflected the differences that were
identified in the preparation, production and dissemination of
the programs – particular identities
• Journalistic approach
• Lyrics
• Develop technical competences
• Issues: education, youth,
neighborhood

12. Final remarks
→Problematisation – field action as a valuable
scientific tool
→Creativeness (?)
→Following journalistic ideas

13. http://radioactive101.eu/

14. http://pt.radioactive101.eu/