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The study we present is part of a wider research on the possibilities of improving critical literacy in front of mass media and social networks, in the initial training of Secondary Education teachers, in line with the efforts being developed by UNESCO, through the collaboration of an international network of Universities. The main objective of the case study presented here is to understand the attitude and communicative behaviour of the pre-service students of the Master's Degree in Teaching in the face of hate and violence speech, in the context of multi-modal media, as well as their self-evaluation in order to train their future students in this subject and the importance they attach to it. A sample of students from the University of Cadiz (n=72) responded to a questionnaire showing conclusive positions regarding the importance of media literacy, but contrary to expectations, they do not have a homogeneous media culture. On the other hand, they do agree in a perspective of the experience of interaction centered in themselves as individuals and they hardly pay attention to the disruptive phenomena in the media and digital networks; therefore, when they have an incident with aggressive discourses, it affects them drastically and they do not have strategies to face them. However, they perceive themselves to be prepared to educate their future students in the subject. We believe that these results justify the need to implement specific training in critical literacy for future secondary school teachers.

Literacidad crítica y medios de comunicación: el profesorado en formación ante el discurso del odio