RCAAP Repository

The article aims to present contributions of Jean Piaget’s thought to the teaching of journalism. It focuses on the active nature of the student in the construction of knowledge, as recommended by the National Curriculum Guidelines for the Journalism Course (MEC / CNE, 2013), and the importance of cognitive conflict, the value of error and the knowledge about how learning is constructed. Although Piaget did not conceive a pedagogical methodology, adaptations, appropriations, reflections and new theorizations about the precepts of his genetic epistemology can offer approaches to constructivist teaching and learning processes. In this paper, a dialogue is elaborated between the DCNs and the didactic models of Piagetian inspiration proposed by Gruber and Vonèche (1977) and updated by Macedo (2012).

This text consists of a review of the book Arte y oficio de la investigación científica: cuestiones epistemológicas y metodológicas (GONZÁLEZ and Peruzzo, 2019), edited by Ciespal. Trough a scanning mode, this paper offers the reader a structural view of the work in its transversality and the main epistemological and theoretical-methodological triggers and summons that they carry out throughout its 10 chapters and appendices.

Este artigo analisa a expansão dos cursos de Jornalismo em instituições públicas e privadas de ensino superior e a distribuição geográfica das redes que se estabelecem entre os cursos em diferentes dimensões urbanas. Fundamenta-se em dados do Ministério da Educação e no conceito de hierarquia das cidades do IBGE para tratar das inserções regionais em espaços como metrópoles, cidades médias e cidades pequenas. Os dados coletados em pesquisa bibliográfica e nos bancos de dados indicam que políticas de ações afirmativas, como o financiamento estudantil e o sistema unificado de seleção e o ingresso de negros e pardos, indígenas e de pessoas com deficiência, influenciaram o fluxo de alunos entre cidades e regiões. Mostram, também, que o acesso ao ensino superior contribuiu para a diversidade e a inclusão social de jovens de baixa renda no processo de interiorização das universidades e dos cursos de jornalismo.

This paper aims to problematize extension projects developed by professors from the Social Communication course, from the Design and Communication Center, from the Centro Acadêmico do Agreste, campus of the Universidade Federal de Pernambuco in Caruaru, during the Covid-19 pandemic. For the development of the paper, we opted for the bibliographic review and the experience report. The research analyzes four extension projects: Rádio Cordel: na frequência do Agreste; Radionovela: literatura nas ondas do rádio e Solte sua voz: os invisíveis midiáticos. Finally, extension projects are understood as relevant educative communicative experiences because they democratize communication, contribute to the education of society and train students who produce them in contemporary communicational experiences.

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This article aims to discuss the changes that a module in the undergraduate program in Letras at Unicamp underwent due to social distancing and Remote Emergency Classes, both imposed by the world’s pandemic in 2020. The module named “Language and Technologies” already had an important component related to communication and its importance in teaching. However, the new situation led to the strengthening of these themes, given the pressing need for students to interact in the new context that had arisen. By discussing the course, its objectives and the changes made to adapt it to this new context, we reflect upon the course results and the methodological processes.

Este artigo relata a experiência da pesquisa “Ensino remoto de Publicidade e Propaganda em tempos de pandemia”, realizada com o objetivo de mapear práticas docentes em cursos do campo publicitário na pandemia da covid-19. A coleta de dados ocorreu em maio de 2020 por meio de questionário on-line de autopreenchimento junto a 283 docentes de cursos de Publicidade e Propaganda. O estudo apresenta, entre os principais resultados, o desgaste e o engajamento docente, o despreparo das Instituições de Ensino (IES) e prejuízos à aprendizagem e à qualidade do ensino. Discute-se ainda outros aspectos relevantes do ensino remoto na pandemia, a saber: relação com as IES; condições do trabalho docente; desafios da atuação docente; recursos didáticos empregados; metodologias de ensino; experiências com aulas remotas.

Considerando a mídia como um mediador que envolve o reconhecimento das lógicas de produção e de consumo de textos midiáticos, apresentamos o relato de uma prática pedagógica, organizada em torno de um projeto interdisciplinar e realizada a distância e no contexto da pandemia com estudantes dos anos finais do Ensino Fundamental, a partir do consumo de conteúdos publicados no Joca, um veículo jornalístico voltado para o público infantojuvenil. Para tanto, recorremos à material elaborado pelos professores envolvidos e a entrevistas semiestruturadas. Refletimos acerca da relação comunicação/educação/consumo partindo do pensamento de diversos pesquisadores, como Maria Aparecida Baccega.

Our paper reflects on learning in higher education during the Covid-19 pandemic, which has forced many institutions to adopt remote classes. The pandemic gave visibility to failures and successes in this area. Therefore, we show a brief overview of higher education to understand it in this moment of social isolation. The experiences reported here show different paths: that of the teacher, who becomes a student to learn new demands, that of the manager, who plans to support the teacher used to face-to-face classes and that of the mediating teacher, who observes the student as the protagonist of the learning process. In all the trajectories, we observed a trail with no return: the need for the (re) birth of teaching and the development of active methodologies to improve the quality of learning.

Our article approaches nonformal education possibilities in cyberculture, understood as the present phase of multi-media civilization. The investigation aims at determining to what extent noninstitutionalized contexts of education, mediated by digital technologies and interactive networks, really contribute to developing a countercultural individual. The reflection understands this process as a daily experience influenced as little as possible by technical, economic-utilitarian, and bureaucratic-functionalist values. Our study is supported both by the theory of socialization and by the sociology of education. Based on the Transparency Hacker and Hacker Bus groups’ digital actions, our argumentation explores the characteristics, development, and pitfalls of the experience of political and critical education obtained outside conventional school environments.

Se analizan las condiciones actuales de la enseñanza del periodismo y la comunicación a partir de los requerimientos que plantea el ejercicio profesional en los medios digitales. Sostenemos que en la actualidad la epistemología de la comunicación o teoría del conocimiento comunicativo constituye un proceso que enfrenta desafíos al interior del campo y en los sistemas educativos, producto del lugar social que ocupan los medios tradicionales y digitales. El enfoque de estas reflexiones emerge de la consulta de documentos y bibliografía con perspectiva crítica sobre el tema bajo análisis, buscando confrontarlos y establecer líneas de pensamiento para su discusión.

Discute-se neste artigo a presença de elementos de ordem política e social dento de parte da filmografia da trupe de humoristas Os Trapalhões, especialmente em obras realizadas na década de 1980 que carregam em alusões e até motivos críticos – ainda que permeados por ambiguidades – sobre o processo em curso da Abertura Política, no qual o Brasil deixava o período militar rumo à redemocratização. Para tanto, recorreremos a três estudos de caso bastante particulares em meio aos filmes estrelados pelo grupo: Os Saltimbancos Trapalhões (1981), Os Trapalhões na Serra Pelada (1982), ambos dirigidos por J.B. Tanko, e Os Trapalhões e o Mágico de Oróz (Dedé Santana e Victor Lustosa, 1984).

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British researcher David Buckingham gave an interview to Revista Comunicação & Educação, via a virtual conference, recently in Brazil. Buckingham analyzes issues of the communication and education interface, the theoretical references shared with cultural studies, and primarily, the understanding that it is necessary to overcome the instrumental bias of the media in favor of a comprehensive understanding of digital capitalism. In the interview, Buckingham answers questions related to teacher training in the field of digital technologies, the development of pedagogical strategies to deal with digital capitalism at school and, above all, the concept of media education.

O artigo tem como objetivo fazer a reflexão sobre os artigos propostos para a edição atual. Esta reflexão prioriza as concepções da Educomunicação presente nas matérias selecionadas.

Based on online teaching during the pandemic in Rio de Janeiro, we analyze the use of media and its mediations according to Martín-Barbero in two opposed parts of society. Firstly, and by looking through an educommunication lens with own ethnographic examples, we refer to teaching in the periphery and favelas of the city. In this context, we emphasize the students’ logistic and material problems of access to the new teaching platforms and with reading and understanding the didactic materials provided by the city council. The other side focusses on a private cultural institute by introducing advantages of online teaching, such as convivial solidarity, the virtual coming together of geographically separated people, the benefits of the online platform zoom and the learning about other cultures. In the conclusion we ask if and how these advantages can be reused for general benefit.

This article aims to point out some lines of force in the poetry of Solano Trindade (1908-1974), one of the most important figures in Afro-Brazilian poetry. Trindade’s artistic production was concentrated between the 1930’s and 1960’s, period within which the author established himself as a militant in favor of black populations and popular art movements, participating in the Teatro Experimental do Negro (TEN) and founding the Teatro Popular Brasileiro (TPB). His poetry was also circumscribed within these two limits of action, managing to fill a gap by recovering the past of Black men and women in Brazil as an act of resistance, affirming the existence of what was socially silenced.

This work seeks to honor Ismar de Oliveira Soares, the Senior Professor of the University of São Paulo, who granted an exclusive remote interview to Comunicação & Educação journal, where he generously presented us with the most important aspects of his career – directly related to communication and education studies and, later, the concept of Educommunication. In this interview, Soares discusses the history of the educommunicative epistemology and its implementation in the School of Communication and Arts (ECA/ USP). The author also answered questions related to the thought of Paulo Freire and the presence of technologies in the school environment, besides demonstrating concern regarding the spread of fake news and the distance education modality in recent years.

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