Repositório RCAAP

The educommunication concept and practices are being used in a distance learning course aiming at recycling state school teachers in São Paulo. Communication/education is a field of activity that prepares educators to use media technologies and languages in educational projects. In this course, television was dealt with, demonstrating how it can be used in the classroom with the students in a critical manner.

The article proposes that teachers, coordinators and school directors reflect on the changes that are being required of the schooling institution regarding the dynamics of teaching learning, teacher-student and on teaching approaches. For this, it proposes they watch: Hiroshima mon amor, The wall, Dead poeft society Teachers and Amistad, based on them, carry out teaching and study seminars.

The author proposes three instructive activities teachers can carry out with their students, in the classroom, based on the reading of the following articles published in this edition (number 26) of Comunicação & Educação: A dialogue for the digital era: world perspectives; New curricular practices in distance learning; Cidade de Deus - the movie, and Production in radio. The objective is to make the students more sensible to the changes that have been taking place in the professions due to digital technologies; to the right to have access to cultural goods and to express cultural diversity; and regarding the importance of radio as a means of communication in the communities.

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The article discusses the function of the new technologies in building citizenship. It shows that in and of themselves they do not characterize quality teaching and that for this to be achieved it ís necessary to have projects that are adequate to Iead the student to be a critical citizen. In this regard, these new technologies favor and enhance teaching quality.The author also shows that these days knowledge must be a collective construction and that technology has contributed very much for the growth of networks, for exchanging and sharing ideas and information.     

Applying Paulo Freire's praxic philosophy may allow for advances in the understanding of the conditioning of cognitive practices inherent to the journalistic activity, both in the production and in the reception poles, and it may also contribute to perfecting these social practices in the democratic environment. Based on a new reading of Freire's work, confronted with the conception of journalism as knowledge, this work points to the opportunity of developing and applying a "Paulo Freire methods to journalistic production.

This article intends to show a few considerations regarding a teaching experience carried out in lhe Social Communications - Journalism course at the Universidade do Vale do Itajai (Univali), in Santa Catarina, during The Legislation and Ethics in Journalism class. The experiençe involved using cinematographic work, available on videotape, as a teaching resource for the discussion of themes and dilemmas related to journalistic ethics. The activity consists irt watching the tapes according to reading optics instructed by the professor, foccusing on subjects and matters that are fundamental for a discussion on the produres and ethical conduct of journalism professionals. The videotapes serve as starting points for the debates that are done in the classroom, and offer motivational elements for the teaching-learning relationship.  

Although Bernard Charlot's book, Da relação com o saber: elementos para uma teoria, deals with schools and with the debatable school failures, his thought may be applied to the discussion regarding the relationship between children and TV, particularly when dealing with the child's singularity and his or her abílity to interact.

The author proposed three axles to analyze and build educational messages: the conceptual, the pedagogical, and the communicational axles. The first one deals with content, its selection and organization. Building the second one implies in analyzing the message receiver, proposing to identify their building ideas and the possible conceptual conflicts they may cause. Finally, the communicational axle proposes, through some type of rhetorical or poetic figure, a concrete mode of relationships with the receiver. The pedagogical axle, as the author suggests, is the articulator of the other two, although the relationship among them seems to be dynamic and one of mutual interdependency.

Gabriel Priolli, journalist, television critic, professor and director of PUC TV, São Paulo, in an interview given to Comunicação & Educação, talk about his academic background and about his experience in advertising, telejoumalisrn and in the press. Since the 1980's, he has been performing as a television critic, an area he witnessed being born and, then, consolidating sn the 1990's. He clarifies the conceptual difference between public TV and state TV and argues how important it is for civil society to have more control over the quality of television programming. He also speaks about educative TV, community and cable channels, and on the university channel. He emphasizes the roll the school has in educating receptors who are more critical.

The author reports on her experiente in a videoconference workshop held during the Yearly Conference of the Science and Technology Center Association, carried out in the city of Charlotte, Noith Carolina (USA), in 2002.The article reflects the communication researcher's critical and, at the same time, enthusiastic view regarding distance leaming, She shows how the look of the eye, which guides the professor's speech and reaches lhe students-even the most distracted - and imites them for dialogue, does not exist in videoconferences.The author also emphasizes that although the video allows for greater interactivity, we should not forget that education is built in integrated circuits and through a deep look and that, in this regard, any and all technologies aiways leave to be desired.

The author reports on how communication management waç organized at Obork Projetos Especiais, a creation, production and distribution center for special programs for citizen radio stations - both commercial and community.The article reflets on how the relationship between the journalist and the remaining team members - a heterogeneous group of professionals with the most diverse backgrounds such as engineers, editors, journalists, among others - aims at creating the necessary conditions to put the center's actions in line with each other. In Oboré's case, the author shows that the manager must perform in the company's managerial stage and in the mediation among the several process teams and stages, valuing intellectual activities and reflexive practices in each point of the system. The author also stresses the importante of administering a systemic and complex action, through which broadcasters, sponsors and the manager are cells of a same structure, one that is mutant and mutable by nature and definition.

A teacher of the public schwl network talks about her teaching experiente developing a project that uses the elaboration of a newspaper as a source of learning how to write spontaneous texts with logical sequences. The children learn how to read the newspaper, to understand its sections and how they are distributed, what an editorial note is, and even the reader's opinion. They discussed themes among each other, created new articles, selected their preferred subjects, and used collage. Aside from learning spontaneous writing, the teacher also worked on notions of newspaper layout and graphic elaboraiion with the children while the Class Newspaper was being put together. The final product was then shown to the other classrooms in the school so they could also see the work that had been done.   

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The author presents the Vila Brasileira (Brazilian Village) Programas a group of integrated qua1ification projects for juvenile characters in order to make them entrepreneurs and cultural multipliers. This is a space aimed at learning, at generating spontaneous culture, and at exchanging performance ideas and cultural production in impoverished cornmunities. With the project, the author intends to combat social exclusion and urban violence through actions and processes to train young people ta use culture and the urban space as a mode of social transformation for the individual and his or her community.

A autora propõe para a videografia deste niimero a utilização dos desenhos anímados em sala de aula como forma de favorecer o exercício interdisciplinar, auxiliar no estudo das artes, ampliar as leituras das fábulas e dos contos de fadas e, principalmente, exerçitar o olhar para a diversidade e a riqueza das culturas. Os desenhos selecionados são: Dinossauro, de Ralph Zondag e Eric Leighton; R Era do Gelo, de Chriç Wedge; O Prhcipe do Egito, de Brenda Chapman, Steve Hickner e Sirnon Wells; Anastasia, de Don Bluth e Gary Goldrnan; Shrek, de Andrew Adamson e Vicky Jenson; Kiriku e a Feitkeira, de Michael Ocelot.

The author proposes teaching activities to make school more attradive and to possibly reduce social exclusion based on the reading of lhe following articles in this edition of Comunicação & Educação: Educational material: the experiente of leaming; The interrelation between the child and the TV; Ethics and cinema: notes on a teaching experfence; Paulo Freire Philosophy and cognitive practices in Journalism. The goal is to invite the students to be creative and to elaborate teaching situations to recunstruct ideas using information technology as a means of communication; and performing an exercise of ethical behavior.

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O artigo reapresenta os compromissos da revista, sua proposta editorial, que se funda nos avanços do campo comunicação/educação. Destaca que a publicação colabora para a formação do leitor crítico, proporcionando-lhe condições para a compreensão dos mecanismos utilizados pelos meios de comunicação para a edição ou enquadramento do mundo. Reflete sobre as interações comunicação, educação, tecnologia, destacando a necessidade de reconfiguração e redimensionamento da escola nessa realidade. 

This article highlights some issues that appeared along an educative action that integrated Visual Art History teaching in the Internet with Web games. Some of them are: in which context are current online games situated? Is the Internet an appropriate space to teach all styles and periods of Visual Art History? Is it possible to teach Visual Art History using these games? To approach these issues, this article analyzes some proposals in the form of games presented in museums, galleries, and art and education associations websites. It builds its analysis based not only on some authors in the areas of Communication, Sociology, History and Art teaching, but also on testimonies, on works of Internet artists and on the dynamic displacement that occurs among artistic product, media, receptor and artist.