| 要約: | This article presents the results of a research on the the relations established between mass media discourse and secondary education in Argentina. The aim of the study is to to explore students´ representations on media discourse, their assessment on how to approach the media in the classroom and their evaluation about what has been learned from the pedagogical practices developed by teachers. In terms of methodology, the study was defined as exploratory and descriptive being a quantitative and qualitative research. The main technique for data collection was a survey that was applied to 180 recent graduates of public and private institutions of Tucumán Province, Argentina. Among the results, we highlight a significant percentage of students who say they haven't worked with media discourse during their high school experience. Also, we highlight the prevalence of work with traditional media genres that are used primarily as tools to impart knowledge. Meanwhile, new media genres haven’t got a very significant presence in the institutional area. These data reflect the need to strengthen the concepts of media education and media competence as the cornerstone of school curriculum and promote a more systematical, articulated and critical teaching and learning practices. These practices have to understand mass media discourse as an end in itself and not merely as instruments or vehicles of information.
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