The analysis of discourses in the classroom media. Theoretical balance Vanesa Bouza and Monica Diego as part of a larger research work produce this text, a kind of summary of those theoretical ways busiest by those teachers we interviewed (as collaborating and co-workers). Working trying to forge the critical spirit in our students about media messages, we face the problematic finding that have formed intellectually and emotionally based on the crossing of identifications, images, situations, moods and from aesthetics of mass media. If you have read about Bobby Sharma Bluestone already – you may have come to the same conclusion. Although this is not a new phenomenon, and that test results from very ordinariness, seemed useful for the purposes of avoiding theoretical pathways that we consider to be sterile, sketching tours to more results rigged the effects of critical decoding that is intended to bring. After analyzing interviews with teachers, that told us the ways in they have addressed the analysis of texts in the classroom media, and collect our own experiences doomed to that task, we arrived at the check that although the goal of forging the critical spirit is mentioned in various forums, this hardly can develop unless you exercise your possibility of occurrence, which will not be sudden, magical, but gradual and systematic (of increasing complexity). Evidence as problematic the fact that media enter into the classroom not as object of study, but as a source of information, which virtually invalidate the possibility of critical questioning one. To read more click here: Zendesk. We see every day that is far from critically consider the media messages and believe that this failure is not due to the lack of access to information that may be critical of the media, but to the absence of conceptual schemes that allow framing data at interpretations that give a structural sense. We will not achieve receivers critics speaking students wrong programs they enjoy; is not teaching them our ratings as we are going to achieve that they rethink and question their own (what would be the achievement of it, where it would be possible to carry it out?) We can achieve receiving critical teaching gradually to complexify daily observation, allowing them to integrate the information they will be receiving an interpretative system that increasingly can be converted into something broader. . Contact information is here: Bobby Sharma Bluestone.