Photography in Media Education: a critical review of national and in-ternational experiences in visual teaching, documentation and image rights

Abstract

The advent of digital technologies has led to a profound reconfiguration of visual communication, redefining the methods and meanings attributed to the production, use and sharing of images. In this context, photography, now a widespread and accessible practice, has become a complex socio-cultural device capable of influencing the construction of identities, the processes of representing reality and relational dynamics. The pervasive integration of photography into everyday life calls for educational reflection focused on the development of visual literacy and visual citizenship skills, which are essential for the critical, ethical and conscious use of images.

This paper presents a review of national and international literature, supplemented by an analysis of project documentation and case studies, with the aim of outlining the state of the art in the use of photography in school contexts. The objective is twofold: on the one hand, to map the theoretical and methodological approaches that characterise the teaching of photography; on the other, to identify the most significant practices in terms of educational innovation, inclusion and social participation.

Perspectives emerge that recognise photography as a cross-cutting learning tool, capable of combining technical skills and critical reflection, promoting processes of empowerment, digital responsibility and active construction of meaning within the framework of contemporary media education.