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Dans le contexte urbain du Burkina Faso, la chanson de sensibilisation se situe au coeur des pratiques sociales traditionnelles, des nouvelles économies culturelles et des approches participatives en matière de développement. Cette pratique répond à des enjeux particuliers au contexte local et aux relations internationales. La musique comme outil commun de communication sociale artistique rejoint des stratégies professionnelles différentes chez les artistes-musiciens et les associations locales. Pour les premiers, nous pouvons porter un regard sur la place du musicien dans la société contemporaine burkinabè, entre paupérisation et mondialisation. Pour les seconds, la chanson de sensibilisation s’inscrit comme une tentative d’innover dans les approches d’Information, Éducation et Communication (IEC) pour la santé et la Communication pour le Changement de Comportement (CCC). Ce mémoire présente les modes de collaboration entre les artistes-musiciens et les associations locales qui oeuvrent en santé au Burkina Faso. Il décrit l’état respectif de leur champ puis analyse les négociations sociales issues de leur rencontre. La problématique de recherche s’inscrit dans des courants de recherche en anthropologie et établit un pont avec la praxis de l’animation sociale et culturelle. La chaîne de création (production-diffusion-consommation) permet de poser un regard historique sur les concepts de culture et de développement dans le contexte particulier de l’Afrique de l’Ouest francophone. / In the urban context of Burkina Faso, music and songs with a message for social education have become an intersection for traditionnal social practice, news cultural economies and participative development programs. This practice responds to specific local and international issues. As a common resource of social and artistic communication, music represents a strategic resource for musicians and local associations. For the former, we can discuss the role of the musician in contemporary society, between impoverisation and globalization. For the latter, music and songs with a message for social education are an innovative approach of Information, Éducation et Communication pour la santé (IEC/santé) and Communication pour le Changement de Comportement (CCC). In this research, we present the diverse levels of collaboration between musicians artist and local associations working in the healthcare sector in Burkina Faso. The ethnography presents the particular sphere of each group and analyzes the social negociations that results from their encounter. The research question proposed here falls between cultural studies and the study of social change. Hence, the chain of creation-production-diffusion commoditization allows us to study the history of complex concepts such as culture and developpement in a particular setting in Frenchspeaking West Africa.

Made available in DSpace on 2016-04-26T18:15:41Z (GMT). No. of bitstreams: 1 Vanessa Campos Ratton Ferreira.pdf: 357575 bytes, checksum: 58a6fc0a7501a1db32bf3b2279af3048 (MD5) Previous issue date: 2006-06-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work intends, in the theoretical perspective of the pos-structuralism, to disclose the scene where the communication is inserted, in the beginning of century XXI, and its connection to the forms of power and culture. Under this prism subjects will be contemplated as emergency of a global capitalism, neoliberalism, future of the socialism, cultural pos-modernity, information society, pos-industrial society, direct visibility, infotecnological society and cybercultural. In this context, we evaluate new practical of the communication of the companies and its relation with the sensible construction of and perceptions on the performance of the corporations in the areas of social and ambient responsibility, with the purpose to observe whether the motor force of the social actions are social responsibility or a new form to add value to the mark. The bibliographical research and the collection of data during the main professional events and conferences on the subject were the reference bases this work. During one year and half, we hear lectures, cases, we read many publications on the area and research on the social action in Brazil and on the profile of the consumer. The analysis of these documents became in a critical evaluation of the practical of the social responsibility in the age of the direct visibility. Perhaps the major contribution of this study is to evaluate in critical way the role of the enterprise communication that, with more or less intensity, collaborates for the development of the relation between capital x work x society, at the moment where the globalization transforms measured them in a easy agent of the submission of the society its economic policy. On the other hand, the communication assessorship starts to serve as strategical tool of the modern business administration, which it tries to persuade the consumer-citizen of whom it acts socially of responsible form, creating a new utopia / A presente Dissertação de Mestrado visa apresentar o cenário em que se insere a comunicação no início do século XXI e a sua vinculação às formas de poder e de cultura. Sob esse prisma, serão contemplados temas como a emergência do capitalismo global, o neoliberalismo, o futuro do socialismo, a pós-modernidade cultural, a sociedade pós-industrial, a visibilidade mediática, a sociedade infotecnológica e a cibercultura. Nesse contexto, avaliamos a nova prática de comunicação das empresas e sua relação com a construção de sentido e de percepções sobre a atuação das corporações nas áreas de responsabilidade social e ambiental, com a finalidade de apurar se a força motivadora das ações sociais é a responsabilidade social ou uma nova forma de agregar valor às marcas. A pesquisa bibliográfica e a coleta de dados, feitas em cotejo com os principais eventos profissionais e conferências sobre o tema, foram a base referencial do trabalho. Durante um ano e meio, ouvimos palestras e cases, e acompanhamos diversas publicações sobre o assunto e pesquisas sobre ação social no Brasil e perfil do consumidor. A análise desses documentos se transformou em uma avaliação crítica da prática da responsabilidade social na era da visibilidade mediática. Nessa perspectiva, a pesquisa pretende contribuir para a avaliação crítica do papel social da comunicação empresarial, que colabora, com maior ou menor intensidade, para o desenvolvimento da relação entre capital, trabalho e sociedade, no momento em que a globalização transforma os media em agentes facilitadores da capitulação da sociedade à política econômica e em que a assessoria de comunicação passa a servir como ferramenta estratégica da moderna administração de empresas, a fim de persuadir o consumidor-cidadão de que ela atua de forma socialmente responsável, criando uma nova utopia

Made available in DSpace on 2016-04-26T18:17:12Z (GMT). No. of bitstreams: 1 Simone Ribeiro de Oliveira Bambini.pdf: 2352212 bytes, checksum: 1cfd17fcb4e0b6bc8105d2229a5712ed (MD5) Previous issue date: 2008-05-05 / In our days, In Brazil, all communication graduations tend to ignore the human body in communication relationships. This sector was built with no consideration to the human body importance in the communication relationship. Consequences of that behaviour are very clear e can be perceived in every phase of the communication relationship. The subject identification was the starting point for a research, which has been detailed here in the format of a paper, which has identified the urgency in modifying the actual education of futures communication professionals, creating new communication practices. In order to respond to this question, this research has focused in what occurs with the social communication within companies. Its object is the human communication study within companies, investigating the human body impact in the communicator education, as it understands the relationship between communication theory taught in the universities and obstacles for the creation of new and expected companies practices as the central point. Its objective is to discuss this process and strategies applied by communication professionals from the market as being a result of the bibliography which are adopted by communication graduations and are part of these professionals education. While mapping the actual situation, it has been surged the theory that it is possible to relate what is taught in the universities in public relationship, publicity, merchandising and marketing graduations, with the criticism absence of these professionals in the market. This was the starting point for the proposal that another bibliography, more adequate to encourage students to apply a critic reflection, could be included in actual universities, to help future professionals to become able to deal with this growing society complexity / No Brasil, os cursos de comunicação social tendem a ignorar o papel do corpo humano nas relações comunicacionais. O campo está formado sem considerar a relevância do corpo humano nessas relações. As conseqüências dessa postura epistemológica são hoje muito claras e podem ser percebidas em todas as instâncias do processo comunicacional. A identificação desse quadro foi o agente propulsor de uma pesquisa, aqui relatada em forma de dissertação, que identificou a urgência em propor a modificação da atual formação do futuro profissional de comunicação, para que novas práticas de comunicação possam surgir. Para tratar dessa questão, a pesquisa focou o que sucede com a comunicação interna nas empresas. Fez do estudo da comunicação humana nas organizações o seu objeto, investigando-o a partir do estudo do corpo como impacto na formação do comunicador, pois se entende como central a ligação entre as teorias da comunicação ensinadas nos cursos de comunicação social e a impossibilidade do surgimento de novas e desejáveis práticas empresariais. O objetivo dessa pesquisa é discutir o processo e as estratégias praticadas pelos profissionais de comunicação no mercado como sendo tributárias da bibliografia que os cursos acadêmicos de comunicação adotam e com a qual formam esses profissionais. Ao mapear esse quadro, emergiu a hipótese de que se pode relacionar o que se ensina aos estudantes de comunicação social nos cursos de publicidade, propaganda e marketing com a ausência de comportamento crítico dos profissionais atuantes no mercado. Vem daí a proposta de que uma outra bibliografia, mais adequada a estimular a reflexão crítica do estudante de comunicação social, seja incorporada ao currículo vigente, para tornar o futuro profissional mais apto a lidar com a crescente complexidade da sociedade

The aim of this study is to examine which communication channels and communication strategies Umeå municipality could use for information concerning outdoor recreation. To achieve this aim the following theories and views have been applied: social communication, communication strategies, two-way symmetrical communication, social media and uses and gratifications. The study was conducted through four focus group interviews and one informant interview. The focus groups consisted of four groups of outdoor enthusiasts in Umeå municipality: outdoor interested students, organized outdoor enthusiasts, active families and active seniors. The informant were the person that is centrally positioned within the business. The material was collected during the 6th and 19th of February 2014. The results and analysis of the study showed that outdoor enthusiasts have acquired new communication habits and that the municipality partially requires changes in their communication strategy. The new media habits has meant that outdoor enthusiasts would like to receive personalized information rather than information that is targeted towards the crowd. Thus, there is a clash between how the municipality communicates and outdoor interested’s approach to dialogue. Outdoor enthusiasts also want to communicate with each other to a greater extent than with the municipality. The result also showed a lack of communication channels that enable outdoor enthusiasts to communicate with each other. Finally, there were also a digital divide that shows that active seniors are distinguished because they have not embraced the new media consumption in the same extent as other groups. This has the consequence that Umeå municipality must use a mixture of communication channels to adapt to the public. / Syftet med studien är att undersöka vilka kommunikationskanaler samt kommunikationsstrategier Umeå kommun kan använda för information som rör friluftsliv. För att uppnå syftet har teorier och fakta om samhällskommunikation, kommunikationsstrategier, tvåvägs-symmetrisk kommunikation, sociala medier samt uses and gratifications använts. Studien har genomförts genom fyra fokusgruppsintervjuer och en informantintervju. Fokusgrupperna bestod av fyra grupper av friluftsintresserade i Umeå kommun: friluftsintresserade studenter, organiserade friluftsmänniskor, aktiva barnfamiljer samt aktiva seniorer. Informanten som intervjuades var den person som är centralt placerad inom verksamheten. Materialet samlades in under tidsperioden 6-19 februari 2014. Resultatet och analysen av studien visade att friluftsintresserade har skaffat sig nya medievanor och att kommunen delvis måste ändra sin kommunikationsstrategi. De nya medievanorna har medfört att friluftsintresserade vill få individanpassad information istället för information som är riktat mot den breda massan. Därmed har det uppstått en krock mellan hur kommunen kommunicerar och friluftsintresserades syn på dialog. Friluftsintresserade vill även kommunicera med varandra i större utsträckning än med kommunen i fråga. Resultatet visade också att det saknas kommunikationskanaler som möjliggör att friluftsintresserade kan kommunicera med varandra. Slutligen återfanns även en digital klyfta som visar att aktiva seniorer särskiljer sig då de inte har anammat den nya mediekonsumtionen i lika utsträckning som övriga grupper. Det betyder att Umeå kommun måste använda en blandning av kommunikationskanaler för att anpassa sig efter medborgarna.

Dans le contexte urbain du Burkina Faso, la chanson de sensibilisation se situe au coeur des pratiques sociales traditionnelles, des nouvelles économies culturelles et des approches participatives en matière de développement. Cette pratique répond à des enjeux particuliers au contexte local et aux relations internationales. La musique comme outil commun de communication sociale artistique rejoint des stratégies professionnelles différentes chez les artistes-musiciens et les associations locales. Pour les premiers, nous pouvons porter un regard sur la place du musicien dans la société contemporaine burkinabè, entre paupérisation et mondialisation. Pour les seconds, la chanson de sensibilisation s’inscrit comme une tentative d’innover dans les approches d’Information, Éducation et Communication (IEC) pour la santé et la Communication pour le Changement de Comportement (CCC). Ce mémoire présente les modes de collaboration entre les artistes-musiciens et les associations locales qui oeuvrent en santé au Burkina Faso. Il décrit l’état respectif de leur champ puis analyse les négociations sociales issues de leur rencontre. La problématique de recherche s’inscrit dans des courants de recherche en anthropologie et établit un pont avec la praxis de l’animation sociale et culturelle. La chaîne de création (production-diffusion-consommation) permet de poser un regard historique sur les concepts de culture et de développement dans le contexte particulier de l’Afrique de l’Ouest francophone. / In the urban context of Burkina Faso, music and songs with a message for social education have become an intersection for traditionnal social practice, news cultural economies and participative development programs. This practice responds to specific local and international issues. As a common resource of social and artistic communication, music represents a strategic resource for musicians and local associations. For the former, we can discuss the role of the musician in contemporary society, between impoverisation and globalization. For the latter, music and songs with a message for social education are an innovative approach of Information, Éducation et Communication pour la santé (IEC/santé) and Communication pour le Changement de Comportement (CCC). In this research, we present the diverse levels of collaboration between musicians artist and local associations working in the healthcare sector in Burkina Faso. The ethnography presents the particular sphere of each group and analyzes the social negociations that results from their encounter. The research question proposed here falls between cultural studies and the study of social change. Hence, the chain of creation-production-diffusion commoditization allows us to study the history of complex concepts such as culture and developpement in a particular setting in Frenchspeaking West Africa.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

Made available in DSpace on 2016-06-02T19:16:39Z (GMT). No. of bitstreams: 1 6003.pdf: 1982961 bytes, checksum: b1cdb60fd2563c64267195ec9d31f2d5 (MD5) Previous issue date: 2014-02-07 / Financiadora de Estudos e Projetos / The theme of this study is the indexing policy for Coordination of Social Communication (CCSs) in university environments, focusing on indexing clippings. This theme is based on interdisciplinary characterization existing between Science, Technology and Society (STS), Information Science (CI) and Communication Sciences (CC) fields in the context of the area of Knowledge Organization to combine, share and create mechanisms that society closer to the aspects of science and technology. Regarding Social Communication highlights the use of clippings, many organizations and this instrument is appropriating to select news in various media on subjects that interest them. Therefore, the purpose of this research is to investigate the organizational and communicational reality CCS/UFSCar, as a starting point for further studies in order lifting guidelines for establishing a policy of indexing for CCSs from context and Analysis Representation of Information. With this proposition, this research has the objective to contribute to the establishment of a policy index that optimizes the thematic treatment of clippings from the perspective of CCSs in university environments in the context of social cognitive indexer professional clippings and users who retrieve this product informational, from theoretical and methodological foundations provided by the area of Knowledge Organization. The qualitative method was used for theoretical and applied research with socio-cognitive approach, and gave up from the questionnaires and the application of Verbal Protocol Group. The methods used were: application of technical and organizational questionnaires and using the technique of Verbal Protocol Group, involving participants: directors/responsible CCSs ANDIFES linked to the brazilian federal universities; director and indexer CCS/UFSCar as well as users who clippings recover the system used by the unit. The results obtained from the questionnaires was the technical-organizational and socio-historical characterization of CCSs from brazilian federal universities and CCS/UFSCar. Mention some results obtained from the application of Verbal Protocol Group in the form: there is a concern with the procedures used to perform the indexing, there is not a satisfactory representation of the matters contained in the indexed clippings; participants suggest that the retrieved records arranged and are also available by publication type, the recognition by participants in relation to the function of preservation and institutional memory that performs clipping, and no need for a policy of indexing and his record in a manual indexing for CCS/UFSCar. The final consideration from the results obtained that depict the existing interdisciplinary STS, CI and CC fields enables collaboration scenario of theories, methodologies and practices for establishing a policy that involves the entire process of thematic information processing and, consequently, quality in both storage and retrieval of. / A temática deste estudo é a política de indexação para Coordenadorias de Comunicação Social (CCSs) em ambientes universitários, com foco na indexação de clippings. Este tema fundamenta-se na caracterização interdisciplinar existente entre os campos Ciência, Tecnologia e Sociedade (CTS), Ciência da Informação (CI) e Ciências da Comunicação (CC) no contexto da área da Organização do Conhecimento ao combinar, compartilhar e criar mecanismos que aproximem a sociedade aos aspectos ligados à ciência e a tecnologia. No campo da Comunicação Social destaca-se a utilização dos clippings, instrumento este que muitas organizações se apropriam para selecionar notícias em diversos meios de comunicação sobre assuntos que as interessam. Para tanto, a proposta desta pesquisa é investigar a realidade organizacional e comunicacional CCS/UFSCar, como ponto de partida para estudos posteriores, tendo em vista o levantamento de diretrizes para o estabelecimento de uma política de indexação para CCSs a partir do contexto da Análise e Representação da Informação. Com essa proposição, esta pesquisa tem por objetivo geral contribuir para o estabelecimento de uma política de indexação que otimize o tratamento temático de clippings, na perspectiva das CCSs em ambientes universitários, no contexto sociocognitivo do profissional indexador de clippings e dos usuários que recuperam este produto informacional, a partir de fundamentos teóricos e metodológicos disponibilizados pela área da Organização do Conhecimento. A metodologia utilizada foi qualitativa para a pesquisa teórico-aplicada, com abordagem sociocognitiva, e deu-se a partir da aplicação de questionários e da aplicação de Protocolo Verbal em Grupo. As metodologias utilizadas foram: aplicação de questionários técnico-organizacionais e utilização da técnica do Protocolo Verbal em Grupo, envolvendo os participantes: diretores/responsáveis pelas CCSs das universidades federais brasileiras vinculadas à ANDIFES; diretor e indexador da CCS/UFSCar, bem como usuários que recuperam clippings no sistema utilizado pela unidade. O resultado obtido a partir da aplicação dos questionários foi a caracterização técnica-organizacional e sócio-histórica das CCSs das universidades federais brasileiras e da CCS/UFSCar. Citam-se alguns resultados obtidos a partir da aplicação do Protocolo Verbal na modalidade em Grupo: há a preocupação com os procedimentos adotados para a realização da indexação; não há uma representação satisfatória dos assuntos contidos nos clippings indexados; os participantes sugerem que os registros recuperados sejam arranjados e disponibilizados também por tipo de publicação; o reconhecimento por parte dos participantes em relação à função de preservação e memória institucional que o clipping exerce; inexistência e a necessidade de uma política de indexação e seu registro em um manual de indexação para a CCS/UFSCar. As considerações finais a partir dos resultados obtidos retratam que a interdisciplinaridade existente entre os campos CTS, CI e CC permite um cenário de colaboração de teorias, metodologias e práticas para o estabelecimento de uma política que envolva todo o processo do tratamento temático da informação e, consequentemente, qualidade tanto no armazenamento como na recuperação de documentos.