. . . . . . . . . . . . . . . "R\u00E1dio escolar ou r\u00E1dio escola diz respeito a possibilidade de utiliza\u00E7\u00E3o dos recursos da m\u00EDdia r\u00E1dio, no desenvolvimento de projetos educativos dentro dos espa\u00E7os escolares. Nesse contexto alunos e professores passam da condi\u00E7\u00E3o de consumidores, para a categoria de produtores de m\u00EDdia, atrav\u00E9s da a\u00E7\u00E3o de criar programas de r\u00E1dio. Isso permite que estudantes e professores exercitem um olhar cr\u00EDtico em rela\u00E7\u00E3o aos conte\u00FAdos veiculados pelas diversas m\u00EDdias, engajando-os em projetos de colabora\u00E7\u00E3o para a melhoria das rela\u00E7\u00F5es entre as pessoas, que discutam quest\u00F5es ligadas a constru\u00E7\u00E3o do projeto de vida, sexualidade, sa\u00FAde, meio ambiente, ao combate \u00E0 todas as formas de discrimina\u00E7\u00E3o e preconceito, entre outras."@pt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Eskola irrati"@eu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Eskola irratiak ikastetxeetan, ikasleen partaidetza handiarekin, ikastetxean bertan edota inguruan, entzungo diren irrati-igorgailu ez-profesionalak izaten dira, irrati kate profesionalen antzera eratuak. Helburu pedagogikoarekin antolatzen dituzte irakasleek eta ikasleei eskatzen zaie ahozko elkarrizketak, erreportajeak etab. grabatzeko eta geroago eskola irratiaren bidez emititzeko edo zuzenean, bat-batekotasun osoz, emititzeko."@eu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "2163183"^^ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "High school radio are radio stations located at high schools and usually operated by its students with faculty supervision. The oldest extant high school radio stations began broadcasting in the 1940s, with the advent of the 88\u2013108 MHz FM radio band. Because the 88-92 MHz region was dedicated to non-commercial broadcasting, this allowed for schools to fairly easily obtain licenses from the FCC. The oldest HS station on FM is WNAS in New Albany, Indiana, which started broadcasting in May 1949. The station is still broadcasting today. WHHS, Haverford Senior High School's radio station also started in 1949, located in Havertown, Pennsylvania. As the FM band increased in listenership in the next few decades, the number of HS stations increased with it. In addition to this number, there have al"@en . . . "1115241644"^^ . . . . . . . . . . . . . "High school radio are radio stations located at high schools and usually operated by its students with faculty supervision. The oldest extant high school radio stations began broadcasting in the 1940s, with the advent of the 88\u2013108 MHz FM radio band. Because the 88-92 MHz region was dedicated to non-commercial broadcasting, this allowed for schools to fairly easily obtain licenses from the FCC. The oldest HS station on FM is WNAS in New Albany, Indiana, which started broadcasting in May 1949. The station is still broadcasting today. WHHS, Haverford Senior High School's radio station also started in 1949, located in Havertown, Pennsylvania. As the FM band increased in listenership in the next few decades, the number of HS stations increased with it. In addition to this number, there have always been untold numbers of unlicensed stations using carrier current (popular through the 1970s), extremely low power or \"Part 15\" stations, and closed-circuit broadcasting. Many of the licensed stations are assigned to suburban school districts in a few large metro areas: Chicago, Indianapolis, Detroit, Boston, Philadelphia, Seattle and to a lesser extent San Francisco and Cleveland. After a steady decline in their numbers in the 1980s and '90s, the availability of LPFM licenses has renewed interest in HS radio."@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "41553"^^ . . . . . . . . . . "R\u00E1dio escolar ou r\u00E1dio escola diz respeito a possibilidade de utiliza\u00E7\u00E3o dos recursos da m\u00EDdia r\u00E1dio, no desenvolvimento de projetos educativos dentro dos espa\u00E7os escolares. Nesse contexto alunos e professores passam da condi\u00E7\u00E3o de consumidores, para a categoria de produtores de m\u00EDdia, atrav\u00E9s da a\u00E7\u00E3o de criar programas de r\u00E1dio. Isso permite que estudantes e professores exercitem um olhar cr\u00EDtico em rela\u00E7\u00E3o aos conte\u00FAdos veiculados pelas diversas m\u00EDdias, engajando-os em projetos de colabora\u00E7\u00E3o para a melhoria das rela\u00E7\u00F5es entre as pessoas, que discutam quest\u00F5es ligadas a constru\u00E7\u00E3o do projeto de vida, sexualidade, sa\u00FAde, meio ambiente, ao combate \u00E0 todas as formas de discrimina\u00E7\u00E3o e preconceito, entre outras."@pt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "High school radio"@en . . . "Eskola irratiak ikastetxeetan, ikasleen partaidetza handiarekin, ikastetxean bertan edota inguruan, entzungo diren irrati-igorgailu ez-profesionalak izaten dira, irrati kate profesionalen antzera eratuak. Helburu pedagogikoarekin antolatzen dituzte irakasleek eta ikasleei eskatzen zaie ahozko elkarrizketak, erreportajeak etab. grabatzeko eta geroago eskola irratiaren bidez emititzeko edo zuzenean, bat-batekotasun osoz, emititzeko. C\u00E9lestin Freinet bezalako pedagogoek inprenta eskolara eramatea eta kazetaritzan ohikoak diren ariketak egitea zein interesgarri izan zitezkeen frogatu zuen. Bide beretik, beraz, inprimatzea hizkuntza idatzia lantzeko erabilgarria bada, irratia ahozkotasuna lantzeko oso interesgarri izan daiteke. Gaur egun Irrati eskola izena erabiltzen da gehienbat ikasleek grabatzen dituzten ahotsen audioak izendatzeko, Internetaren bidez, zuzenean-edo, emititzeko asmoz, (baina beti zuzenean igortzeko). Eskolako irratia jarduera interesgarria bihur daiteke, eta ikastetxe osoak parte har dezake. Maila desberdinek lekua dute irratian, edukiak eta metodologiak beti adin bakoitzera egokituz. Baliabide ezin hobea da, adibidez, proiektuen araberako metodologia sartzeko, ikasleek beren interesen arabera sor baitezakete nahi duten programa. Modu kooperatiboan lan egin beharko dute, zereginak banatuz, sortzen zaizkien galderei erantzunez, tresna desberdinak nola erabili deskubrituz, azken batean: ikaskuntza esanguratsua bizi daiteke irrati-uhinak aitzakiatzat hartuta!"@eu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "R\u00E1dio escolar"@pt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .