Educar em tempos de crise: os desafios e as possibilidades da formação em jornalismo

• Autor(a) principal: Pereira, Silvana Coleta Santos
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000002j14
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10223
• topic: Educação; Jornalismo; Crise de formação; Diretrizes curriculares nacionais; Education; Journalism; Crisis formation; National curriculum guidelines; CIENCIAS HUMANAS::EDUCACAO

This research has the aim of reflecting about the formation in journalism in the light of its challenges and possibilities, for example, the crisis that, at the moment, affects the identity of the profession and of its course. Our starting point is the history of journalism, investigated from the invention of Gutenberg's movable type press, the professionalization and the emergence of journalism in Brazil, constituted through mediations that allow us to think about its epistemological quality. This procedure is investigated through the constitutive relations between subject-object, form- content and narration-experience. Such mediations were investigated through the Theories of Journalism, their specificities and their principles and, mainly, with the contributions of philosophers Theodor W. Adorno, Karl Marx and Walter Benjamin. The teaching of journalism in the information society is also analyzed, reaching the conclusion that the course should pursue quality through research, adopting an effective professional perspective that overcomes the dichotomy between theory and practice. The university, essential in the formative process, allows, even with all the contradictions, resistance in this delicate moment lived by our country, which requires educating in times of crisis. The struggle to re-establish the diploma requirement for the professional practice of journalism is echoed in the quality of the formation, which must prioritize the ability to produce knowledge, that is, to culturally prepare the future journalist to deal and interpret the information society. Teachers and journalists should be guided by ethics, and not be immersed in a sterile practice, that is, they should be guided by emancipatory reason, not by an instrumental reason. For this reason, universities play an important role in facing the crisis arising from the capitalism and from the ideology that guides the current government, investing in competent formation based on the social discernment and on the critical capacity of their students. The new National Curriculum Guidelines (DCN) for the academic teaching of journalism propose the formation of “narrative” journalists, whose practice is focused on resistance, the community and the citizen, because, only by doing so, they can make real the social responsibility of the profession and their essential role in democracy.