Repositório RCAAP

This article aims at pointing out some guidelines for an analysis methodology, which might be able to detect an interaction process between different fields of performance, that is, the production and co-production of meanings in educational/ communicative social practices. The relevance of the operationalization of this interactional cut/view leads us to admit the viability of the social intervention power of the participants of these experiences. 

O artigo destaca o uso da linguagem cinematográfica para a formação da figura do cientista no imaginário das pessoas. Mostra que já na primeira obra lançada no cinema em 1902, Le Voyage dans la Lune – Viagem à Lua, do francês Georges Méliès, aparecem as primeiras representações distorcidas sobre os cientistas. A autora, através de uma amostra de filmes, demonstra a diversidade de papéis que o cientista representou no cinema ao longo de um século. Apresenta também algumas pesquisas que analisaram a extensão da influência que esses filmes tiveram no entendimento do público sobre a ciência e como ajudaram a construir as representações da sociedade sobre os cientistas. 

As novas tecnologias da informação e comunicação (NTIC) alteram o modelo tradicional da emissão e recepção das informações veiculadas pelas mídias tradicionais – impressos, rádios e TVs –, propiciando o surgimento de novos personagens emissores de informação, que, capacitados tecnologicamente, podem romper com o paradigma de quem detém o poder de emitir as informações. Neste sentido, a Internet, mídia que melhor representa a revolução tecnológica dos meios de comunicação, criou um novo personagem gerador de informação: o internauta. Perceber o potencial deste fenômeno e as mudanças que poderá gerar na recepção dos meios tradicionais de informação exige dos pesquisadores, principalmente das áreas de educação e comunicação, uma atenção redobrada para o estudo desse fenômeno.  

A função estratégica do conhecimento como principal recurso para o desenvolvimento das capacidades organizativas e das competências comunicativas pode resultar em novos espaços sociais, gerados a partir de uma profunda ruptura social na explosão da crise argentina. As ações que implicam construção, produção e circulação de conhecimento com base em ações e práticas de comunicação é que denominamos de “gnoseocomunicação”. Neste caso, referimo-nos, em especial, ao conhecimento implícito que se produz em um período de crise e que, para sua circulação, se sustenta em práticas comunicativas. O conhecimento implícito também poderia consubstanciar-se sob certos aspectos, transformando-se em “conhecimento formal”, desde que supere o plano tático em que se encontra para converter-se em estratégias comunicativas para o conhecimento.

Interviewed by the Communication & Education journal, João Antonio Zuffo, associate professor of Escola Politécnica of USP, talks about his research and expectations on the advent of new technologies. Zuffo shows the revolution that Internet is provoking by connecting the world in a huge and unique net able to control all information and how information technology has revolutionized professional activities and human relations, as well as education in all instances. He points out the importance of the long distance education programs developed with Brazilian-created technology and also how the arrival of digital television will contribute to diminish digital exclusion. 

This article proposes a reflection on the book Mídia radical. Rebeldia nas comunicações e movimentos sociais (Radical Media. Rebellious Communication and Social Movements), by John D. H. Downing, who investigates the occurrences and ways of media manifestations that break or put under suspicion official engines of communication. Written in simple language and without academic mannerism, the book shows that, when a radical media (contra-hegemony) is proposed, it is being processed as an act of redefinition and reorientation of communicative processes. It is an important contribution to avoid the temptation of reducing the term communication to the sense that is dominantly used in media companies. 

The author narrates a reportage work she has done for CBN Radio at the Sao Paulo Temporary State Prison. Using the deactivation of the prison as guideline, she made a series of 13 radio reports where tried to tell the history of that building without abiding by what almost all the communication vehicles had already presented: the crimes, the escapes and the slaughter of 111 prisoners in 1992. She attempted, along nine followed days, to listen about the prisoners’ routine. She recorded 16 hours of testimonies. With this reportage work, the author shows the importance that narrative still has in radio reporting. She also reflects on the press professionals’ commitment and questions their right to banalize people’s affliction in exchange of the immediate message, many times provoked by the broadcast demands. 

This article relates an experience in audiovisual literacy by the realization of video workshops with teenagers and teachers of some municipal public schools of the city of São Paulo. Participants go through all the basic steps of a video production – script, production, camera, interview, and interpretation. During audiovisual narratives, they understand fundamental elements of audiovisual language and express their own cultural universe. Literacy happens when the workshops demistify equipment and stimulate its use, revealing the resources of audiovisual language and redeems the participants’ passive repertory. To produce speeches with quality is the key for a transforming pedagogical dynamic. The produced videos show a very different school universe from the representations of broadcasting corporations, opposing images of the public school to television stereotypes. 

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The author presents the Núcleo de Comunicação e Educação da Escola de Comunicações e Artes da USP (NCE – ECA/ USP), which joins a group of professors of several Brazilian universities interested in the inter-relation between Communication and Education. From a research realized with experts of 12 countries in Latin America and Iberian Peninsula resulted that this interface generated a new and distinct field: “educommunication”. A space in which members of the society meet to put in practice communicative, democratic, open and participative ecosystems impregnated with educative intentionality and turned to the implementation of human rights, specially regarding communication. The author also shows that NCE is developing several projects of technical counseling or of courses, all of them on communication management in educative spaces. 

The author proposes the disciplines of History and Literature to be narrated and understood through cinematographic language, which is capable of translating into images, in many histories and codes the inspiration to soothe or to transform the contradictions and confrontations into dialogues. Taking that into account, the author also suggests the movies Como era gostoso o meu francês and Memórias do Cárcere, by Nelson Pereira dos Santos, and Anchieta José do Brasil, by Paulo Cezar Saraceni, as examples. Having Literature as reference, these three motion pictures presente important periods of Brazilian History and Literature.

The author proposes educational activities from a generator theme: Science, Society and Media, based on the interview with professor João Antonio Zuffo and the articles As múltiplas imagens do cientista no cinema and Interação e práticas sociais, with the purpose of discussing the role of scientific knowledge in present society and its conveyance in media. The second activity continues the discussion around science potentialities, emphasizing knowledge related to New Information and Communication Technologies (NICT) and the change of the traditional model of emission and reception of information conveyed by traditional media – such as printed material, radio, and television – and by models present in schools, based on the reading of the articles Internet: um novo paradigma de informação e comunicação and Jogos na web e o ensino da história da arte. 

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This article highlights the necessity of understanding that media are made by men for men, must be dimensioned critically as well as approached without subjection, but not seen as the causes of all diseases in Modern Society. Thus, communication is shown as dialogue, process of inter-relation, exchange and persuasion. Information, narratives and knowledge are always acquired from narrated and described facts, which are founded on the verbal language. 

The article indicates the potential of some motion pictures as mediators in the denaturalization of sexuality and gender issues. It also offers a reflection on the pertinence and contribution of this matter for the teachers’ education. Based in the Cultural Studies, this analysis highlights the importance of cinema for building the individual cultural identity. The examination of sequences of three cinematographic productions from the Sixties and Seventies — Chuvas de Verão, by Cacá Diegues; Julieta dos Espíritos, by Federico Fellini; and Vivre sa Vie, by Jean Luc Godard — supports the deconstruction of stereotypes and redeem the complexity of the sexuality and gender issues. As object of reflection and analysis by teachers, cinema shows to be a tool capable of leveraging change and meaning shifts of life and social roles. 

This work shows the use of sonic elements as support tools in pedagogic methods for building knowledge in elementary school students living in high violence areas. With the patronage of the Sao Paulo Secretary of Education — especially of the Nucleo de Apoio de Ensino (NAE-8), in the Eastern area of Sao Paulo —, the Audioclass Project is a collective exercise by which its idealizers, teachers and students pursue the increase of the school learning quality among children and youth in a situation of social risk. The audio appears as an important resource for the re-creation of the school subjects’ meaning. Besides that, the process includes the technical work of scriptwriting and the use of equipments as the microphone. 

A autora analisa o fenômeno das minisséries na rede Globo durante o ano de 1984, em especial Anarquistas, Graças a Deus, adaptação do romance de Zélia Gattai, identificado com o gênero memória, que recria historicamente alguns períodos da realidade brasileira, através dos dramas do cotidiano de homens e mulheres. Revela-se, por trás disso, uma história maior, que determina as formas da violência que intermedeiam as relações sociais. A revisitação de tais obras literárias pela televisão, especialmente no ano de 1984, aponta um caminho adotado pelos produtores de ficção no formato minissérie, como forma de resistir à espetacularização do mundo globalizado da década de 1980. Essa mescla entre ficção, história e biografia, atualizada pela teledramaturgia, aparece como uma revisão do nacional no projeto internacionalizante da época.

The author presents the model and the analysis tools of a research involving the issues of communication, temporality and daily memory in the field of education in elementary schools of the Lisbon region. The theoretical assumptions, of interdisciplinary nature, were built upon the works of the Social Theory of Memory. Based on authors as Henri Bergson, Paul Connerton, Edgar Morin, K. Pomiam, as well as on social scientists and philosophers who have thought the temporality and the social memory, this text conceives two tendencies of living the temporality in the daily life: the first one, turned to the adaptation to the world, the other one, directed to the comprehension/construction of the time lived and to be lived. The categories identified by the method and the qualitative indicator that distinguish them suggest that the modes of memory do not exist in pure manner, but vary according to a set of interactions between the memoryremembrance and the memory-habit. 

In this interview, the journalist Heródoto Barbeiro, one of the most remembered names when teachers refer to the issue of the credibility possible in mass media, talks on his career and the necessary relations between communication and education. He discusses the journalistic practice, which valorizes the news production and neglects the process of reflection on facts. Also analyzes the use of the mass media messages, particularly the ones brought by newspapers, as a didactic tool to support the curricular content developed in classroom. In this sense, media can be understood as an education partner since the process can be shared and extended by more complexes and articulated readings, surpassing the structural reduction of names, facts and dates on a determined event to build a sociological interpretation on reality. 

This article’s object is constituted by the moral speeches in the sitcom A Grande Familia, exhibited by Globo television network, as well as by its reception. We selected 14 episodes from 2004 to form the research corpus. As research methodology, we chose working with focus groups, which revealed the contents of manifestations stimulated by scenes previously edited according to the moral impasse they proposed. We highlighted, from the researched people, the arguments of two characters: Lineu and Agostinho.