Formação em jornalismo: um estudo de projetos pedagógicos e práticas comunicacionais em diferentes regiões brasileiras

Abstract

This Thesis maps the journalistic training ecosystem based on the pedagogical projects and communication practices of 26 Journalism courses, from public and private institutions, from the five Brazilian regions, observed between 2020-2023. We start from the “pedagogical-communicational practices”, which are based on the dialogical action of Paulo Freire and the communicative ecosystems of Jesús Martín-Barbero to locate them in the “used territory” of Milton Santos. Based on these authors and a theoretical-methodological framework that includes curricular and extension guidelines (Brasil, 2013, 2018), studies of cities and regions (IBGE, 2017, 2020), the 2030 Agenda (UN, 2015), as well as the journalism teaching, pedagogical projects and interviews with course coordinators, this investigation analyzes how courses can contribute to local and regional development and face social dilemmas in different territories. The research used a combination of methods, such as the map of contemporary mutations, comprehensive interviews, comparative studies and document analysis (Martín-Barbero, 2017; Kaufmann, 2013; Esser; Hanitsch, 2012; Moreira, 2008, 2017). The disciplines, laboratory practices and extension actions present in the projects were confirmed by the coordinators and pointed to a training practice identified as a latent dialogical-citizen dimension, which promotes the exercise of citizenship, the social commitment of journalism and dialogical relationships between teachers, students and communities in the training ecosystem. The communication strategies and pedagogical-communication practices analyzed were organized around four indicators that show elements of educommunication, Freire's dialogical action and Martín-Barbero's mediations, which include dialogue actions and identities, management of shared communication, participation citizenship and new relationships in cultural networks. The study concludes that the geographic-cultural space of journalism training ecosystems presents actions that can increase the educational territories and social transformation initiatives. Aware of the current process of implementing extension guidelines to expand practices in courses, the Thesis presents three itineraries for journalistic training – including education, social justice and socio-environmental educommunication. Therefore, it uses the Sustainable Development Goals and extension themes as parameters.