This paper focuses on the classroom use of newspaper and magazine texts and its connection with the learning process. It criticizes the excessive usage of fragments of journalistic discourse in school textbooks, to the detriment of other text forms. The quality of journalistic narration is questioned and the risks incumbent on an acritical reading of the media. It advocates the necessity of cooperation between educators and journalists to foster an effective understanding of the news production process, to improve language construction, and to generate awareness of the media's editorial lines and policies.
Media; Language; Education; Critical reading