Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3818 |
Resumo: | Modern rationality conformed communication as a disciplinary instrument for social bodies and ended education as a normative mechanism for the desired social order. Due to this orchestration, the image of the indigenous child has been crystallized in the social symbolic imagery through television news media speeches, to a large extent, universalizing. Inspired by an apparent “benevolence”, discursive productions tend to disseminate, at times, a certain archetype due to the absolutist and controversial view, taking the indigenous child as an exotic and representative of a people from the past, but also as a potential student and guardian of culture. Media rhetoric builds a cultural pedagogy that directly affects the social vision of indigenous children. Considering the deterministic, vertical and hierarchical logic that can perpetuate cultural domination and its consequences due to the asymmetry between indigenous and non-indigenous people, the objective of this investigation was to analyze the treatment given by the telejournalistic media to indigenous children, particularly by Rede Globo de Televisão, when rise in the news agenda and how the speeches given by it can produce the image of indigenous childhoods in social consciousness. Based on the theoretical contributions of media studies, notably, the assumptions of John B. Thompson, in educommunication as a proposal for a critical media pedagogy and in Child Sociology and Anthropology, the present research has as its corpus of analysis telejournalistic constructions on children indigenous, produced by broadcasters that make up the Globo Television Network, broadcast on an open channel and made available on the G1 news portal, between December 2012 and March 2018. The methodology used is the Depth Hermeneutics, proposed by John B. Thompson, structured in three phases: socio-historical analysis, formal or discursive analysis and interpretation / reinterpretation. The analysis of the television news collected shows that indigenous children occupy a restricted space in the media, and that, when they appear, they are associated with contexts of vulnerability, violence and / or in stigmatizing situations, therefore, due to the analyzed media discourse, they are represented in faces. racialized. In the set of pieces examined, the news media still reverberates with a deteriorated image of an indigenous child. Such an archetype can maintain an illusory view of reality, therefore, not corresponding to the existence of indigenous childhoods and, thus, corroborate for public policies that racialize and maintain relations of power, domination and oppression. Therefore, it is urgent to reflect on the symbolic constructions directed at indigenous children, produced and supported by the media, since they can circumscribe them in representation regimes and these, in turn, tend to engender systems of governability of their bodies and ways of existing. |
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Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalísticaMídia e infânciaCriança indígenaEducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOMedia and childhoodIndigenous childEducationModern rationality conformed communication as a disciplinary instrument for social bodies and ended education as a normative mechanism for the desired social order. Due to this orchestration, the image of the indigenous child has been crystallized in the social symbolic imagery through television news media speeches, to a large extent, universalizing. Inspired by an apparent “benevolence”, discursive productions tend to disseminate, at times, a certain archetype due to the absolutist and controversial view, taking the indigenous child as an exotic and representative of a people from the past, but also as a potential student and guardian of culture. Media rhetoric builds a cultural pedagogy that directly affects the social vision of indigenous children. Considering the deterministic, vertical and hierarchical logic that can perpetuate cultural domination and its consequences due to the asymmetry between indigenous and non-indigenous people, the objective of this investigation was to analyze the treatment given by the telejournalistic media to indigenous children, particularly by Rede Globo de Televisão, when rise in the news agenda and how the speeches given by it can produce the image of indigenous childhoods in social consciousness. Based on the theoretical contributions of media studies, notably, the assumptions of John B. Thompson, in educommunication as a proposal for a critical media pedagogy and in Child Sociology and Anthropology, the present research has as its corpus of analysis telejournalistic constructions on children indigenous, produced by broadcasters that make up the Globo Television Network, broadcast on an open channel and made available on the G1 news portal, between December 2012 and March 2018. The methodology used is the Depth Hermeneutics, proposed by John B. Thompson, structured in three phases: socio-historical analysis, formal or discursive analysis and interpretation / reinterpretation. The analysis of the television news collected shows that indigenous children occupy a restricted space in the media, and that, when they appear, they are associated with contexts of vulnerability, violence and / or in stigmatizing situations, therefore, due to the analyzed media discourse, they are represented in faces. racialized. In the set of pieces examined, the news media still reverberates with a deteriorated image of an indigenous child. Such an archetype can maintain an illusory view of reality, therefore, not corresponding to the existence of indigenous childhoods and, thus, corroborate for public policies that racialize and maintain relations of power, domination and oppression. Therefore, it is urgent to reflect on the symbolic constructions directed at indigenous children, produced and supported by the media, since they can circumscribe them in representation regimes and these, in turn, tend to engender systems of governability of their bodies and ways of existing.A racionalidade moderna conformou a comunicação como instrumento disciplinador dos corpos sociais e encerrou a educação como mecanismo normatizador da ordem social ambicionada. Por essa orquestração, a imagem da criança indígena tem se mantido cristalizada no imaginário simbólico social por discursos midiáticos telejornalísticos, em grande medida, universalizantes. Inspiradas em uma aparente “benevolência”, as produções discursivas tendem a disseminar, por vezes, um determinado arquétipo pela visão absolutizante e controversa ao tomar a criança indígena como exótica e representante de um povo do passado, mas também por estudante em potencial e guardiã da cultura. A retórica midiática constrói uma pedagogia cultural que incide diretamente na visão social das infâncias indígenas. Considerando a lógica determinista, vertical e hierárquica que pode perpetuar a dominação cultural e seus desdobramentos pela assimetria entre indígenas e não indígenas, o objetivo desta investigação foi analisar o tratamento conferido pela mídia telejornalística às crianças indígenas, particularmente pela Rede Globo de Televisão, identificando quando ascendem na pauta noticiosa e como os discursos proferidos por ela podem produzir a imagem das infâncias indígenas na consciência social. Fundamentada nos aportes teóricos dos estudos sobre mídia, notadamente, os pressupostos de John B. Thompson, na educomunicação como proposição de uma pedagogia crítica da mídia e na Sociologia e na Antropologia da Criança, a presente pesquisa tem como corpus de análise construções telejornalísticas sobre crianças indígenas, produzidas por emissoras que compõem a Rede Globo de Televisão, veiculadas em canal aberto e disponibilizadas no portal de notícias G1, no período entre dezembro de 2012 e março de 2018. A metodologia empregada é a Hermenêutica de Profundidade, proposta por John B. Thompson, estruturada em três fases: análise sócio-histórica, análise formal ou discursiva e interpretação/reinterpretação. As análises das peças telejornalísticas coletadas indicam que as crianças indígenas ocupam um restrito espaço na mídia, e que, quando aparecem, estão associadas a contextos de vulnerabilidade, violência e/ou em situações estigmatizantes, portanto, pela discursividade midiática analisada, são representadas em faces racializadas. No conjunto das peças examinadas, a mídia telejornalística ainda reverbera uma imagem deteriorada de criança indígena. Tal arquétipo pode manter uma visão ilusória da realidade, portanto, não correspondente a existência das infâncias indígenas e, assim, corroborar para políticas públicas racializadoras e mantenedoras de relações de poder, dominação e opressão. Sendo assim, torna-se premente refletir sobre as construções simbólicas sobre as crianças indígenas, produzidas e sustentadas pela mídia, posto que podem circunscrevê-las em regimes de representação e esses, por sua vez, tendem a engendrar sistemas de governamentabilidade de seus corpos e modos de existir.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisMariano, Carmem Lúcia Susselhttp://lattes.cnpq.br/6604877443132931Mariano, Carmem Lúcia Sussel110.746.018-23http://lattes.cnpq.br/6604877443132931Gomes, Agnaldo Rodrigues847.432.716-49http://lattes.cnpq.br/3408519048864585110.746.018-23Castro, Iara Quelho de171.377.641-34http://lattes.cnpq.br/8626849203813073Mendonça, Wesley Souza2023-02-13T21:19:13Z2020-08-252023-02-13T21:19:13Z2020-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMENDONÇA, Wesley Souza. Educomunicação: as imagens racializadas de crianças indígenas na mídia telejornalística. 2020. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.http://ri.ufmt.br/handle/1/3818porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-02-15T06:01:57Zoai:localhost:1/3818Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-02-15T06:01:57Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
title |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
spellingShingle |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística Mendonça, Wesley Souza Mídia e infância Criança indígena Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Media and childhood Indigenous child Education |
title_short |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
title_full |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
title_fullStr |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
title_full_unstemmed |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
title_sort |
Educomunicação : as imagens racializadas de crianças indígenas na mídia telejornalística |
author |
Mendonça, Wesley Souza |
author_facet |
Mendonça, Wesley Souza |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mariano, Carmem Lúcia Sussel http://lattes.cnpq.br/6604877443132931 Mariano, Carmem Lúcia Sussel 110.746.018-23 http://lattes.cnpq.br/6604877443132931 Gomes, Agnaldo Rodrigues 847.432.716-49 http://lattes.cnpq.br/3408519048864585 110.746.018-23 Castro, Iara Quelho de 171.377.641-34 http://lattes.cnpq.br/8626849203813073 |
dc.contributor.author.fl_str_mv |
Mendonça, Wesley Souza |
dc.subject.por.fl_str_mv |
Mídia e infância Criança indígena Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Media and childhood Indigenous child Education |
topic |
Mídia e infância Criança indígena Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Media and childhood Indigenous child Education |
description |
Modern rationality conformed communication as a disciplinary instrument for social bodies and ended education as a normative mechanism for the desired social order. Due to this orchestration, the image of the indigenous child has been crystallized in the social symbolic imagery through television news media speeches, to a large extent, universalizing. Inspired by an apparent “benevolence”, discursive productions tend to disseminate, at times, a certain archetype due to the absolutist and controversial view, taking the indigenous child as an exotic and representative of a people from the past, but also as a potential student and guardian of culture. Media rhetoric builds a cultural pedagogy that directly affects the social vision of indigenous children. Considering the deterministic, vertical and hierarchical logic that can perpetuate cultural domination and its consequences due to the asymmetry between indigenous and non-indigenous people, the objective of this investigation was to analyze the treatment given by the telejournalistic media to indigenous children, particularly by Rede Globo de Televisão, when rise in the news agenda and how the speeches given by it can produce the image of indigenous childhoods in social consciousness. Based on the theoretical contributions of media studies, notably, the assumptions of John B. Thompson, in educommunication as a proposal for a critical media pedagogy and in Child Sociology and Anthropology, the present research has as its corpus of analysis telejournalistic constructions on children indigenous, produced by broadcasters that make up the Globo Television Network, broadcast on an open channel and made available on the G1 news portal, between December 2012 and March 2018. The methodology used is the Depth Hermeneutics, proposed by John B. Thompson, structured in three phases: socio-historical analysis, formal or discursive analysis and interpretation / reinterpretation. The analysis of the television news collected shows that indigenous children occupy a restricted space in the media, and that, when they appear, they are associated with contexts of vulnerability, violence and / or in stigmatizing situations, therefore, due to the analyzed media discourse, they are represented in faces. racialized. In the set of pieces examined, the news media still reverberates with a deteriorated image of an indigenous child. Such an archetype can maintain an illusory view of reality, therefore, not corresponding to the existence of indigenous childhoods and, thus, corroborate for public policies that racialize and maintain relations of power, domination and oppression. Therefore, it is urgent to reflect on the symbolic constructions directed at indigenous children, produced and supported by the media, since they can circumscribe them in representation regimes and these, in turn, tend to engender systems of governability of their bodies and ways of existing. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-25 2020-07-31 2023-02-13T21:19:13Z 2023-02-13T21:19:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
MENDONÇA, Wesley Souza. Educomunicação: as imagens racializadas de crianças indígenas na mídia telejornalística. 2020. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. http://ri.ufmt.br/handle/1/3818 |
identifier_str_mv |
MENDONÇA, Wesley Souza. Educomunicação: as imagens racializadas de crianças indígenas na mídia telejornalística. 2020. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. |
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http://ri.ufmt.br/handle/1/3818 |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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