Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

Este trabalho tem como meta mapear o contexto e os principais fatos ligados à história da Rádio-Escola Municipal do Distrito Federal, fundada em 1934. Para tanto são descritas e analisadas as transformações culturais, as propostas educacionais e os projetos políticos contemporâneos à implantação da emissora estudada, buscando compreender o quanto influenciaram em sua concepção e consecução. O trabalho também apresenta outros projetos e publicações elaborados no decorrer das décadas de 1920 a 1940, referentes à utilização do rádio como veículo para educar. O presente trabalho analisou a atuação da emissora estudada até 1945. Porém, dados sobre outros períodos são apresentados, permitindo a visualização de um quadro geral das principais transformações ocorridas na estação, que, em 1946, passa a se chamar Rádio Roquette Pinto. / This research aims to map the context and the main facts related to the history of Municipal Scholl Radio of the Federal District, founded in 1934. To reach this goal, the cultural changes, the educational proposals and the political projects contemporary to the studied radio station implementation are described and analyzed, trying to understand how much they influenced its conception and achievement. The work also presents other projects and publications, produced during the decades of 1920 until 1940, which are related to the use of radio as a means of education. This study examined the role of the studied broadcast until 1945. However, data on the other periods are presented, conveying na overview of the main changes in the statios, which, in 1946, is to be called Radio Roquette Pinto.

Esta pesquisa aborda a primeira experiência sistemática de utilização do rádio como tecnologia educacional no Brasil: a Rádio Escola Municipal do Rio de Janeiro (PRD-5), inaugurada em 1934. A iniciativa foi concebida por Edgard Roquette-Pinto em meados dos anos 1920, quando o debate do uso de tecnologias educacionais ganhou força com as reformas estaduais dos sistemas de ensino. Com formação médica, contando com sólida carreira antropológica no Museu Nacional e envolvido no início oficial do rádio brasileiro, Roquette- Pinto elaborou um \"diagnóstico\" dos problemas nacionais fundamentando-se sobretudo no debate antropológico sobre a mestiçagem das décadas de 1910 e 20. Com essa base, propôs como \"remédio\" para resolver tais problemas a educação. Gravitando no entorno da Associação Brasileira de Educação (ABE), postulou que o rádio poderia chegar a todos que não tivessem acesso à escola. O intuito era \"abrasileirar\" o brasiliano, trazendo o sertanejo \"atrasado\" para um suposto nível mais avançado de \"civilização\". Seu fim último era um projeto de modernização conservadora, que teria os intelectuais como vanguarda capaz de moldar as \"massas amorfas\" e de conduzir a classe política para assegurar o desenvolvimento nacional. Em sua experiência da Rádio Sociedade do Rio de Janeiro (PRA-2), primeira emissora oficialmente reconhecida no Brasil (1923), propunha-se a difundir a cultura erudita, sob uma perspectiva impositiva e dirigista, no momento em que a \"indústria cultural\" estava florescendo no país. O eruditismo, elemento distintivo da concepção de radiodifusão de Roquette, buscava difundir entre os radiouvintes os conhecimentos produzidos pela intelectualidade, com foco nas ciências naturais, letras e artes. Oposto a esse campo da radiodifusão educativo-cultural, desenvolveu-se o comercial, fundamentado na lógica de mercado, dependendo do patrocínio e da audiência para sobreviver. Este último tornou-se hegemônico a partir do início da década de 1930, fazendo com que a radiodifusão educativocultural tentasse conquistar espaços institucionais, apoio governamental e público para o perfil de cultura que pretendia difundir. Um dos espaços conseguidos foi a PRD-5, pensada especificamente como uma emissora escolar. Elementos da experiência da PRA-2 foram absorvidos na Rádio Escola Municipal, mas ela se destacou por focar o público infantil (ensino primário), os professores e a educação de adultos. A PRD-5 ficou abrigada no Instituto de Educação do Rio de Janeiro (IERJ) e, caso a Universidade do Distrito Federal (UDF) não fosse desmontada pelo governo federal, se tornaria rádio universitária destinada à extensão. Para estudar as concepções de radioescola em Roquette-Pinto, desde os projetos até as realizações, realizou-se prospecção biográfica para compreender a estruturação de seu pensamento e de sua conversão de antropólogo para educador. A experiência na Rádio Sociedade, mais dedicada à cultura geral do que especificamente ao ensino, foi analisada na medida em que forneceu padrões e questionamentos relevantes para elaborar o projeto radioescolar. A partir desses elementos e de levantamento documental, foi possível identificar concepções de uso dos meios de comunicação no ensino que se perpetuam até hoje nas tecnologias educacionais. / This research studies the first systematic experience of radio as an educational technology in Brazil: the Municipal Radio School of Rio de Janeiro (PRD-5), which started its activities in 1934. The enterprise was conceived by Edgard Roquette-Pinto about middle-1920\'s, when debate about the use of educational technologies have been strengenthened with reforms in educational systems of many Brazilian States. Roquette-Pinto used his medical formation, his solid career as an anthropologist of the National Museum (MN), and his involvement with the official start of the Brazilian radio to make a \"diagnosis\" of national problems, mainly inspired on the anthropological 1910\'s-20\'s Brazilian mixing of races debate. Based on that, he proposed education as a \"medicine\" to solve the Brazilian problems. His link with the Brazilian Association of Education (ABE) lead him to present radio as a mean to educate those who didn\'t have access to schools. His objective was to \"Brazilianize\" the brasilianos, bringing the \"underdeveloped\" sertanejo (wilderness inhabitant) to a presumed most advanced level of \"civilization\". His Nation-building proposal implied in a conservative modernization project, which would be lead by the intellectuals as an avant-garde capable of shaping the \"amorph masses\" and of conducting the political class to assure the national development. His experience on Radio Society of Rio de Janeiro (PRA-2), first officially recognized Brazilian radio station (1923), privileged the diffusion of erudite culture - under an imposing and dirigist way - at the moment in which \"industrial culture\" was flowering. The eruditism, a distinctive face of Roquette\'s radio diffusion idea, intended to spread the intellectual knowledge among the radio listeners, focusing on natural sciences, languages and arts. This educational and cultural field of radio diffusion was opposed to the commercial one, based on free-market functioning, what meant dependency of sponsorship and audience. The commercial field of radio diffusion became hegemonic since earlier 1930\'s in Brazil, forcing the educational and cultural one to promote efforts to conquer institutional spaces, governmental support, and listeners to the cultural standard to be spread. One of these institutional spaces was PRD-5, thought precisely as a radio school station. Some components of PRA-2 experience was adopted on the Municipal Radio School, but the station had some particularities as focus on children listeners (conducting radio classes to primary schools), on teachers, and on adult education. PRD-5 was installed on Institute of Education of Rio de Janeiro (IERJ) and its destiny was to become the radio of University of Federal District (UDF), assuming extension role. The study of Roquette-Pinto radio school project, from planning to practice, observes the biographical path which lead him to structure his thinking and his conversion from anthropology to education. The Roquette\'s experience in Radio Society - in which general culture, and not the schooling, was predominant - was analyzed as an extensive laboratory able to supply standards and questionings to shape the radio school project. The approaching of these aspects and the developing of documental research made possible to identify persisting ideas related to the use of mass media in schools since that time until nowadays.

Esta pesquisa aborda a primeira experiência sistemática de utilização do rádio como tecnologia educacional no Brasil: a Rádio Escola Municipal do Rio de Janeiro (PRD-5), inaugurada em 1934. A iniciativa foi concebida por Edgard Roquette-Pinto em meados dos anos 1920, quando o debate do uso de tecnologias educacionais ganhou força com as reformas estaduais dos sistemas de ensino. Com formação médica, contando com sólida carreira antropológica no Museu Nacional e envolvido no início oficial do rádio brasileiro, Roquette- Pinto elaborou um \"diagnóstico\" dos problemas nacionais fundamentando-se sobretudo no debate antropológico sobre a mestiçagem das décadas de 1910 e 20. Com essa base, propôs como \"remédio\" para resolver tais problemas a educação. Gravitando no entorno da Associação Brasileira de Educação (ABE), postulou que o rádio poderia chegar a todos que não tivessem acesso à escola. O intuito era \"abrasileirar\" o brasiliano, trazendo o sertanejo \"atrasado\" para um suposto nível mais avançado de \"civilização\". Seu fim último era um projeto de modernização conservadora, que teria os intelectuais como vanguarda capaz de moldar as \"massas amorfas\" e de conduzir a classe política para assegurar o desenvolvimento nacional. Em sua experiência da Rádio Sociedade do Rio de Janeiro (PRA-2), primeira emissora oficialmente reconhecida no Brasil (1923), propunha-se a difundir a cultura erudita, sob uma perspectiva impositiva e dirigista, no momento em que a \"indústria cultural\" estava florescendo no país. O eruditismo, elemento distintivo da concepção de radiodifusão de Roquette, buscava difundir entre os radiouvintes os conhecimentos produzidos pela intelectualidade, com foco nas ciências naturais, letras e artes. Oposto a esse campo da radiodifusão educativo-cultural, desenvolveu-se o comercial, fundamentado na lógica de mercado, dependendo do patrocínio e da audiência para sobreviver. Este último tornou-se hegemônico a partir do início da década de 1930, fazendo com que a radiodifusão educativocultural tentasse conquistar espaços institucionais, apoio governamental e público para o perfil de cultura que pretendia difundir. Um dos espaços conseguidos foi a PRD-5, pensada especificamente como uma emissora escolar. Elementos da experiência da PRA-2 foram absorvidos na Rádio Escola Municipal, mas ela se destacou por focar o público infantil (ensino primário), os professores e a educação de adultos. A PRD-5 ficou abrigada no Instituto de Educação do Rio de Janeiro (IERJ) e, caso a Universidade do Distrito Federal (UDF) não fosse desmontada pelo governo federal, se tornaria rádio universitária destinada à extensão. Para estudar as concepções de radioescola em Roquette-Pinto, desde os projetos até as realizações, realizou-se prospecção biográfica para compreender a estruturação de seu pensamento e de sua conversão de antropólogo para educador. A experiência na Rádio Sociedade, mais dedicada à cultura geral do que especificamente ao ensino, foi analisada na medida em que forneceu padrões e questionamentos relevantes para elaborar o projeto radioescolar. A partir desses elementos e de levantamento documental, foi possível identificar concepções de uso dos meios de comunicação no ensino que se perpetuam até hoje nas tecnologias educacionais. / This research studies the first systematic experience of radio as an educational technology in Brazil: the Municipal Radio School of Rio de Janeiro (PRD-5), which started its activities in 1934. The enterprise was conceived by Edgard Roquette-Pinto about middle-1920\'s, when debate about the use of educational technologies have been strengenthened with reforms in educational systems of many Brazilian States. Roquette-Pinto used his medical formation, his solid career as an anthropologist of the National Museum (MN), and his involvement with the official start of the Brazilian radio to make a \"diagnosis\" of national problems, mainly inspired on the anthropological 1910\'s-20\'s Brazilian mixing of races debate. Based on that, he proposed education as a \"medicine\" to solve the Brazilian problems. His link with the Brazilian Association of Education (ABE) lead him to present radio as a mean to educate those who didn\'t have access to schools. His objective was to \"Brazilianize\" the brasilianos, bringing the \"underdeveloped\" sertanejo (wilderness inhabitant) to a presumed most advanced level of \"civilization\". His Nation-building proposal implied in a conservative modernization project, which would be lead by the intellectuals as an avant-garde capable of shaping the \"amorph masses\" and of conducting the political class to assure the national development. His experience on Radio Society of Rio de Janeiro (PRA-2), first officially recognized Brazilian radio station (1923), privileged the diffusion of erudite culture - under an imposing and dirigist way - at the moment in which \"industrial culture\" was flowering. The eruditism, a distinctive face of Roquette\'s radio diffusion idea, intended to spread the intellectual knowledge among the radio listeners, focusing on natural sciences, languages and arts. This educational and cultural field of radio diffusion was opposed to the commercial one, based on free-market functioning, what meant dependency of sponsorship and audience. The commercial field of radio diffusion became hegemonic since earlier 1930\'s in Brazil, forcing the educational and cultural one to promote efforts to conquer institutional spaces, governmental support, and listeners to the cultural standard to be spread. One of these institutional spaces was PRD-5, thought precisely as a radio school station. Some components of PRA-2 experience was adopted on the Municipal Radio School, but the station had some particularities as focus on children listeners (conducting radio classes to primary schools), on teachers, and on adult education. PRD-5 was installed on Institute of Education of Rio de Janeiro (IERJ) and its destiny was to become the radio of University of Federal District (UDF), assuming extension role. The study of Roquette-Pinto radio school project, from planning to practice, observes the biographical path which lead him to structure his thinking and his conversion from anthropology to education. The Roquette\'s experience in Radio Society - in which general culture, and not the schooling, was predominant - was analyzed as an extensive laboratory able to supply standards and questionings to shape the radio school project. The approaching of these aspects and the developing of documental research made possible to identify persisting ideas related to the use of mass media in schools since that time until nowadays.

Made available in DSpace on 2016-04-27T14:30:37Z (GMT). No. of bitstreams: 1 Jayson Magno da Silva.pdf: 1502897 bytes, checksum: 3e4b3fb5cd182233dedb4853d4382352 (MD5) Previous issue date: 2011-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this research is a reflection upon integration of technologies of information to the curriculum. The case study, which was based on the epistemology of Paulo Freire, has as its main plea the use of radio on the internet and takes as starting and arrival point, the voice of the subjects (teacher and student), mediated by the use of technologies in a way of favoring the participation on the curriculum construction and, consequently, the learning process and empowerment. It is a case study about the project called Rádio Jacaré FM (FM Alligator Radio), a pedagogical action that takes shape on the use of radio on the internet, accomplished by a kindergarten teacher and her students from the municipal public network. The research involved the analysis of the directors , the teacher s and sixteen students voices. The research points out, under consideration, that the dialogical action based on Paulo Freire s pedagogy makes the assumption of subjects (teacher and students) while curriculum constructors, by their participation on the radio on the internet, what potentiates the expression of their voices on the classroom dimension which also covers other spaces outside the school and in the digital world / Esta pesquisa tem por objetivo refletir sobre integração de tecnologias da informação e comunicação ao currículo. O estudo de caso, fundamentado na epistemologia de Paulo Freire, tem como argumento central o uso da rádio na internet e toma como ponto de partida e chegada a voz dos sujeitos (professor e aluno), mediatizada pelo uso das tecnologias, de forma a favorecer sua participação na construção do currículo e, por conseguinte, a aprendizagem e o empoderamento. Trata-se de um estudo de caso sobre o projeto Rádio Jacaré FM, uma ação pedagógica que se concretiza no uso do rádio na internet, realizada por uma professora de educação infantil e sua turma de alunos e alunas da rede pública municipal. A pesquisa envolveu a análise da voz dos gestores, da professora e de dezesseis alunos e alunas. A pesquisa aponta, a título de considerações, que a ação dialógica (dialogicidade) fundamentada na pedagogia freireana oportuniza a assunção dos sujeitos (professor e aluno) enquanto construtores do currículo, por meio da participação da rádio na internet que potencializa a expressão de sua voz na dimensão da sala de aula que também abarca outros espaços fora da escola e no mundo digital

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)