Repositório RCAAP

Nílson José Machado, professor doutor da Faculdade de Educação da USP, em entrevista exclusiva a Comunicação & Educação, fala de sua trajetória intelectual, de seu interesse pela Matemática, pela Filosofia e, principalmente, pela Educação. Discute a natureza da crise do sistema educacional e afirma que grande parte do problema está na falta de clareza e de discussão, com a sociedade, sobre os valores e o projeto que se quer para a Educação. Critica o excesso de documentos que pretendem orientar a ação do professor em sala de aula e realça a importância de a escola estar enraizada em sua comunidade. Destaca, ainda, a valorização profissional do professor, do ponto de vista do regime de trabalho e do salário, como caminho para a melhoria da qualidade do ensino. Ele apóia a promoção automática dos alunos, mas discorda da forma como tal medida foi implantada. Para ele, a Educação para o trabalho deve pautar-se pela importância da formação integral, abrangente, condenando a especialização. Finaliza suas declarações falando sobre cidadania e os pontos importantes a serem levados em conta pela Educação para o terceiro milênio.

The author writes about Rede Globo television's initiative to try to revive the major Brazilian Popular Music Festivals, common in the 1960's and 1970's, by promoting, in September 2000, its Brazilian Music Festival. According to the organizers, the objective was to map interests and tendencies in order to bring new airs to the impasse created by the market model saturation created by the phonographic industry. The article criticizes the results that were reached and stresses the need there is to invest in new artistic and musical teaching and to establish the limits between market demands. It also considers diffusion mean manipulation and what is hoped for the future of musical and cultural expression, so important for the country.

A autora traça um paralelo entre os fundamentos do jornalismo - que, segundo destaca, são necessários para permitir e estimular maior envolvimento e participação dos cidadãos na construção da realidade social – e a realidade cotidiana da prática jornalística, que acaba se rendendo às imposições mercadológicas. Observa a relação decisiva existente entre as condições de produção jornalística e a qualidade do que é produzido. Para ela, o jornalismo cultural é uma abordagem aprofundada, mais humana e crítica, que permite a prática de um jornalismo mais próximo dos interesses coletivos e da construção da cidadania. Lembra que o jornalismo hegemônico pauta-se apenas pela eficácia mercadológica. Conclui afirmando que o profissional de comunicação não pode continuar reproduzindo este modelo. É preciso dar voz a outros discursos, fugir da homogeneização e romper com o pensamento único.

Professora da primeira série do ensino fundamental trabalha para elevar a auto-estima das crianças, criando ambiente favorável – sensível, positivo, amigável – e com isso melhorar a apreensão dos conteúdos disciplinares, relacionando-os com a vida concreta. A professora desenvolve seu projeto ao longo do ano letivo e o apresenta, de forma criativa, na Mostra de Ciências e Cultura da escola.

No summary/description provided

The author treats the computer and the Internet as teaching tools to be used in the classroom, and claims that the main barriers to their greater usage are related to budgets and training. She argues that these resources can lead to distance learning, since the virtual space that the Internet allows for, brings students and teachers closer together. Through it experiences can be simulated and exercises can be monitored in real time. She also emphasizes the Estação Ciência site that belongs to USP's Culture and University Extension Pro-Rectorship's Scientific, Technological and Cultural Diffusion Center. The domain is http://www.eciencia.usp.br

A autora propõe o estudo de grandes personagens da História. Destacam-se, através dos filmes Arquitetura da destruição, Ghandhi e Nenhum a menos, as personagens de Hitler, Ghandhi e de Wei Minzhi, professora primária chinesa. Propõe-se o estudo destes personagens contextualizados em seu período histórico, ressaltando as profundas mudanças políticas do período em que viveram e as contribuições que cada um deles proporcionou à contemporaneidade.

No summary/description provided

No summary/description provided

The author focuses on the constitution of the Communication/Education field. She emphasizes it was born out of the Communications field, which has as its main characteristic to fight against different social discourses. The Communications field is where the processes of editing reality takes place, and this is mediated through medium discourses. She discusses the Communication/Education field as the meta-meaning of a new theoretical space in which trans-disciplinarity is revealed as indispensable. Without this field, it would not be possible to deal with the complex network of tasks that are necessary to form citizens, something that is the main objective school has.

The article discusses the proximities and distances there are between school and television. First, it analyses the particularities of television in Brazil, a country in which it is the mass medium that has the greatest insertion and reach, covering all the levels of the public in the most different locations, regardless of social class, gender or age. Then, the author discusses the role school has in society, briefly covering the theoretical tendencies that, on one token, analyze the school as an institution that reproduces the dominant ideology; while on the other, analyze the schooling institution as a space where resistance and knowledge production is possible. To finalize, the article discusses the relationship between school and television, linking this discussion to the wider relationship there is between television and society.

The author discusses the need to establish dialogue with the great movies and produce educational films and videos that in and of themselves are a learning space on images in movement. Two essential practices in a day and age in which the images, ever so much more present in the educational processes, teach, paradoxically, increasingly less. The article highlights the fact that, largely, education has been appropriating itself of images in movement as if it were in search of a supplementary technology to sustain the educational processes that already exist without such images being transformed, in their essence, based on the contact with the new object. In Brazil, thus far, no discipline directly connected to the study of movies and audiovisual work was created in grade schools, elementary schools and high schools aiming a new education for observation. Sometimes, teachers of the Portuguese language do try, using comparative literature, to bridge over to cinema. But these are localized initiatives, which unfortunately have been unable, for example, to account for the dimension that is both ethical and aesthetical that could answer the following question: "What is an image?" To the author, as long as it is not possible to answer this simple, but fundamental question, we are condemned to visual illiteracy, to the policy of good intentions, turning images into a proper teaching tool, but without this leading us to a true praxis of audiovisual or cinema, a praxis that would question the image's teaching capabilities.

O autor discute a relação, no mundo globalizado, entre multiculturalismo e identidade. Afirma que a aparente contradição que expressam não é um problema grave. Trata-se de um fenômeno pelo qual a humanidade vem passando ao longo de sua história. Destaca, entretanto, que o acelerado desenvolvimento tecnológico e a concentração de riquezas têm traçado um quadro dramático no que diz respeito ao multiculturalismo e à identidade, à medida que têm levado grandes parcelas da população à exclusão socioeconômica e, portanto, limitado seu acesso aos bens culturais e ao conhecimento disponíveis na sociedade contemporânea. Os meios de comunicação e a escola podem, segundo a concepção do autor, desempenhar importante papel, diminuindo as distâncias entre incluídos e excluídos, bem como trabalhando no sentido da inclusão social.

This article makes a comparative analysis of the music composer and of the professor's work using a reflexive approach. Both are creative professionals, who are responsible for building communicative and educative capabilities, among other things. The authors defend music education that develops the student's capacity to explore the unknown, to question and to dare to develop individual answers. Likewise, they also defend an educational posture in which teaching and learning are constructive processes in one's search for autonomy. Points in common in both of their practices of process construction bring up the interest in the exchange of ideas between these fields of knowledge.

The author discusses how violence and life itself have been made banal in the media's contents, giving special emphasis to content that is posted in the Internet. He explains how the World Wide Web, through the so-called cyberspace, makes children and young people who have free and unguided access to the virtual world even more vulnerable to all sorts of attacks. Such guidance is not found in the school, with the "educommunicator", nor in the family. There is no sustained upbringing in ethical and humanistic values. His concern is based on the fascination the new technologies cause, without a compensation of one living with other people as true citizens, in other words, mutual respect and acknowledging other people.

The author discusses, based on a survey carried out among young people aged 11 to 14 in high schools in Rome, the difficulties there are in evaluating the results obtained with the application of methodologies of education for the media. Aiming at supplying researchers and teachers who are interested in the evaluation with conceptual bases for it, the author talks about the main approaches used in education for the media and, most especially, he characterizes the receptors based on the audience integrative theory that works with the subject on six dimensions: active, knowledgeable, mature, social, critical and creative. Finally, the author suggests a qualitative method using a questionnaire for interviews with teachers and students, as an instrument to evaluate the content that is worked with in education for the media.  

Comunicação & Educação interviews Fernando Faro, TV producer and director who has been producing innovative work that has unquestionable quality, such as the following shows: TV de Vanguarda, Móbile, MPB Especial, Teatro 2, Feira de Música and the excellent Ensaio, that is still on the air. Fernando Faro talks about his work and remembers his great friends Cassiano Gabus Mendes, Vinícius de Moraes and Baden Powell. He tells us how it was that the idea of interviewing musicians and singers who appear on the Ensaio program came up. He is very knowledgeable about the theater, literature, music and plastic arts, and he is always trying to bring them to television. Faro is an optimist. He defends the importance of public TV and points to journalism as a perspective for open TV.

The article deals with the critique of the current Brazilian theater production. Starting from the Odisséia do Teatro Brasileiro event, which gathered a few of the most important names in the theater, the author confronts the theater situation in the 1960's and 1970's with the current situation. He discusses how the television and the advertising market rules have guided the productions, and criticizes the continual repetition and lack of dedication of those who are involved in the area to search for greater dramaturgical quality inspired in the Brazilian reality.

Maísa Zakzuk, TV Cultura's director for programs for young people tells us how she decided to become a television professional and how it was she made it to TV Cultura. Creator and director of the X-Tudo program, she comments on her experience with kids, talks about the care that is given to the program's production and about her commitment to quality educational and cultural content. She emphasizes the importance of teamwork and presents her next program: Ilha Rá-tim-bum.

An elementary school teacher narrates an experience carried out with natural science content, about the water cycle, and the transversal Environmental theme. She develops activities, starting by making kids more sensible through music, going on to the journalistic text and only then to didactic texts, audiovisual and literary content.The kids sing, read, discuss, watch, debate and interpret themes dealing with the water cycle and the environment. As an activity to evaluate the children, she proposes dramatizing Millôr Fernandes' A causa da chuva tale. The students create a new character and the explanatory text that concludes the tale.