Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-11-26T13:12:52Z No. of bitstreams: 1 EdivaniaDuarteRodrigues_TESE.pdf: 2268570 bytes, checksum: 22cbbf26d54a8c9f2247521186f72c74 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2015-11-26T14:33:54Z (GMT) No. of bitstreams: 1 EdivaniaDuarteRodrigues_TESE.pdf: 2268570 bytes, checksum: 22cbbf26d54a8c9f2247521186f72c74 (MD5) / Made available in DSpace on 2015-11-26T14:33:54Z (GMT). No. of bitstreams: 1 EdivaniaDuarteRodrigues_TESE.pdf: 2268570 bytes, checksum: 22cbbf26d54a8c9f2247521186f72c74 (MD5) Previous issue date: 2014-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A pesquisa faz uma an?lise da constru??o discursiva sobre a Educomunica??o, a partir de um curso de forma??o de educomunicadores, com professores e alunos de uma escola da Rede P?blica Estadual, situada geograficamente na cidade do Natal(RN), estudando a constitui??o dos sentidos que a pr?tica educomunicativa na R?dio Escolar adquire para formadores e cursistas (docentes e discentes). O contexto s?cio-hist?rico que envolve essa investiga??o corresponde ? nova realidade social, mediada pelas tecnologias da informa??o e da comunica??o que, por sua vez, impulsionam a institui??o escolar a capacitar os alunos na utiliza??o de diferentes linguagens que permeiam a sociedade. Mas, para tanto, ? necess?rio ter professores tamb?m habilitados para trabalharem as tecnologias da comunica??o de forma a atenderem os anseios dos jovens e adultos que fazem parte da comunidade educativa. Assim, a investiga??o problematiza o contexto de produ??o discursiva sobre a Educomunica??o na R?dio Escolar a partir do processo de forma??o de educomunicadores na institui??o escolar focalizada, tendo como objetivos identificar as condi??es de produ??o discursiva em torno da pr?tica educomunicativa na R?dio Escolar, analisar a constru??o discursiva que formadores e cursistas fazem sobre a Educomunica??o e suas marcas dial?gicas, al?m de verificar como os cursistas relacionam a pr?tica educomunicativa aos seus contextos educativos, atribuindo sentido aos lugares de professores e alunos. Assim sendo, a pesquisa recorre ? Etnografia aplicada ao contexto escolar como op??o metodol?gica, ? An?lise do Discurso, de vertente pecheutiana, bem como aos princ?pios da Educomunica??o, ?s reflex?es de Paulo Freire e ?s concep??es de Dialogismo em Bakhtin, como aportes te?ricos. Enveredamos por tr?s ?reas do conhecimento: Lingu?stica, Comunica??o e Educa??o, como forma de produzirmos uma leitura comprometida com os aspectos que envolvem o uso do r?dio no ambiente escolar para a promo??o de uma pr?tica que seja educomunicativa. Com esta pesquisa, pudemos construir uma teia de sentidos sobre a escola que estamos formando ou que queremos formar no s?culo XXI, pois recorremos aos discursos de formadores e cursistas imersos em novos saberes e pr?ticas na perspectiva de impulsion?-los a se assumirem enquanto sujeitos de comunica??o no ambiente educativo em busca de uma transforma??o qualitativa do ser e do fazer no espa?o escolar. / This research analyzes the discursive construction of Educommunication, from a training course of educommunicators, with teachers and students of school Prof? Francisco Ivo Cavalcanti, state public school, geographically located in the city of Natal / RN, studying the constitution of the meanings that educommunication practice in School Radio acquires for trainers and course participants (teachers and students). The socio-historical context in which this research is based corresponds to the new social reality, mediated by information and communication Technologies. These technologies drive the educational institution to train students in the use of different languages that permeate society. But to do so, you must have also enabled teachers to work Communication technology to meet the aspirations of young people and adults who are part of the educational community. The objectives are to identify the conditions of discursive production around the educommunication practice in Radio School, examine the discursive construction of instructors and course participants in Educommunication and its dialogical brands, and see how the course participants relate to their educommunicative practice in the educational contexts, attributing meaning to the place of teachers and students. Therefore, this research uses ethnography applied to the school context as a methodological option, Pecheuxtian Discourse Analysis, the principles of Educommunication, the reflections of Paulo Freire and the concepts of Dialogism in Bakhtin as theoretical contributions. We adopted three areas of knowledge: Language, Communication and Education, in order to produce an analysis committed to the aspects that involve the use of radio in the school environment to promote an educommunicative practice. With this research we have built a web of meanings about the school that we are forming or we want to form in the XXI century, because we used the discourses of teachers and students immersed in new knowledge and practices in order to propel them to be subjects of communication in educational environment for a qualitative transformation of being and doing in school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:10:29Z No. of bitstreams: 1 EdivanaldoVicenteDaSilva_DISSERT.pdf: 3499815 bytes, checksum: 7596efed08a885d3ecfeb0551a5563c5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-15T15:52:56Z (GMT) No. of bitstreams: 1 EdivanaldoVicenteDaSilva_DISSERT.pdf: 3499815 bytes, checksum: 7596efed08a885d3ecfeb0551a5563c5 (MD5) / Made available in DSpace on 2018-02-15T15:52:56Z (GMT). No. of bitstreams: 1 EdivanaldoVicenteDaSilva_DISSERT.pdf: 3499815 bytes, checksum: 7596efed08a885d3ecfeb0551a5563c5 (MD5) Previous issue date: 2017-05-18 / O aparecimento da Educomunica??o pode ser relacionado ? luta pela democratiza??o da educa??o e dos meios de comunica??o massivos no Brasil nas ?ltimas d?cadas do s?culo XX. Nesse sentido, faz-nos refletir sobre a comunica??o educativa enquanto di?logo, especialmente por diferenciar-se da transmiss?o de informa??o dos meios de comunica??o de massa ao privilegiar os interlocutores, e principalmente, pelo processo de intera??o caracterizado por Bakhtin/Volochinov (2004; 2011) no campo dial?gico e defendido por Freire (1985; 1988; 2004; 2005) no contexto educacional. Por esse direcionamento, esta pesquisa tem como objeto de estudo as pr?ticas educomunicativas durante a implanta??o da r?dio escolar numa ONG - ADIC-RN ? Associa??o para o Desenvolvimento de Iniciativas e Cidadania do Rio Grande do Norte - e como os atores sociais envolvidos tornam-se sujeito ativo da pr?pria comunica??o em suas pr?ticas cotidianas escolares e na sociedade. Na Metodologia, adotamos uma pesquisa qualitativa do tipo etnogr?fica, atrav?s de question?rios, entrevistas e observa??o participante. Apoiamos nossa pesquisa nos construtos adotados pela inter-rela??o entre comunica??o e educa??o autores como: Kapl?n (1992; 1996;) Martin-Barbero (2006; 2014). Al?m dos processos de educomunica??o, Soares (1999; 2000; 2011), Schaun (2002a; 2002b), Citelli (2000; 2001; 2011), Cossani (2012), e outros fomentados pela amplia??o da comunica??o no ecossistema do espa?o educativo ao estimular habilidades a partir do r?dio, considerando a import?ncia desse meio para a forma??o da cidadania os resultados nos apontaram que os estudos da Educa??o e da Comunica??o produzida nos setores da educa??o informal, v?m contribuindo para a aprendizagem na constitui??o do sujeito reflexivo por meio das atitudes do Educomunicador. / The appearance of educommunication can be related to the struggle for the democratization of education and the mass media in Brazil in the last decades of the twentieth century. In this sense, makes us reflect on the educational communication as dialogue, especially differentiate the transmission of information from mass media to focus the parties, and especially the interaction process characterized by Bakhtin / Voloshinov (2004; 2011 ) in dialogic field and defended by Freire (1985; 1988; 2004; 2005) in the educational context. For this direction, this research has as study object the educomunicativas practices for the implementation of school radio in NGO - ADIC-RN - Association for the Development of Initiatives and Citizenship of Rio Grande do Norte - and how the actors involved become active subject of communication itself in their school daily practices and society. In the methodology, we adopted a qualitative research of the ethnographic type, through questionnaires, interviews and participant observation. We support our research in the constructs adopted by the interrelationship between communication and education authors such us: Kaplun (1992; 1996;) Martin-Barbero (2006; 2014); In addition to the educational communication processes, Soares (1999; 2000; 2011), Schaun (2002a; 2002b), Citelli (2000; 2001; 2011), Cossani (2012), and others promoted by the communication expansion in the ecosystem of the educational space to encourage skills from the radio, considering the importance of this medium for the formation of citizenship the results pointed us that the studies of Education and Communication produced in the sectors of informal education, have been contributing to the learning in the constitution of the reflective subject through the attitudes of the Educommunicator.