Cette recherche porte sur les usages de l’audiovisuel éducatif par les enseignants. Elle s’inscrit dans le cadre théorique de la sociologie des usages, pour autant, l’objet de recherche au cœur de cette thèse est au croisement de l’audiovisuel et des enjeux éducatif. Il s’agit donc de développer une approche communicationnelle des outils et médias éducatifs, telle que la définit Pierre Moeglin (2005). La première étape de ce travail consiste à mettre en évidence les éléments qui configurent l’usage, notamment du côté des acteurs : nous proposons une archéologie de l’audiovisuel éducatif, puis nous revenons sur l’offre actuelle en matière d’audiovisuel éducatif et plus particulièrement sur lesite.tv, premier service numérique de vidéo éducative à la demande. La deuxième étape se focalise davantage sur les usages à proprement parler. Après avoir étudié l’utilisation du site.tv au moyen de données quantitatives, nous observons dans quelle mesure les représentations que les concepteurs se font des usagers participent de la configuration des usages. Ces derniers sont analysés à travers le discours d’enseignants usagers et non-usagers, via une série d’entretiens compréhensifs. Les portraits d’usagers, puis l’analyse transversale des entretiens, permettent d’évaluer les «renoncements négociés » qui se manifestent à travers l'usage de l'audiovisuel. Somme toute, cette recherche interroge la tension que l’usage de l’audiovisuel éducatif instaure entre logiques éducatives et médiatiques. Il convoque à ce titre les enjeux relatifs à une certaine industrialisation de l’éducation ; et du côté audiovisuel, les perspectives relatives aux écritures transmédiatiques. / This research focuses on the uses of educational audiovisual by teachers. It falls within the theoretical framework of the sociology of uses, however, the research object at the heart of this work is at the intersection of audiovisual and educational issues. Therefore, it aims to develop a communicationnal approach of educational tools and media, as defined by Pierre Moeglin (2005). The first stage of this work tries to highlight the elements that configure the use, regarding the side of actors. First, we propose an archeology of educational audiovisual, then, we return to the current offer in terms of educational audiovisual and specifically on the content proposed by the first digital educational video on demand for teachers, lesite.tv. The second phase focuses more on the uses itself. After studying the use of lesite.tv, using quantitative data, we see how far the representations of designers are part of the user configuration uses. These are analyzed through the speeches of users and non-users teachers, within a series of comprehensive interviews. The realization of som user’s portraits and cross-sectional analysis of the interviews, allows to evaluate the "negotiated renunciations" that occur within the class, regarding to the professional identity of teachers, refering to public and private spheres and, finally, facing the so called "digital conversion". Overall, this research questions the tension that the use of educational audiovisual established between educational and media logics. It carries as such issues related to the industrialization of education ; and towards audiovisual, transmedia prospects.

Este trabalho apresenta uma análise da TPA - TV Pública de Angola fazendo-se um paralelo com outros modelos de TV pública no Brasil, na Alemanha, nos Estados Unidos e na Inglaterra. Para atingir o objetivo da pesquisa, a presente dissertação começa com uma pesquisa sobre a história de Angola, desde antes da colonização portuguesa até os dias de hoje. Em seguida relatamos a evolução dos meios de comunicação naquele país africano, dos jornais à Internet, com maior ênfase na TPA. Os capítulos seguintes relatam características de programação, capacitação profissional e relações com a sociedade da TV pública angolana. A conclusão estabelece um paralelo entre a TV de Angola e outros modelos de TV pública. / This dissertation analyses the TPA TV Pública de Angola Public Television of Angola, building a parallel with different standards of public TV in Brasil, Germany, United States of America and England. To arrive at the main object of the research, the text starts with a research abour Angolass history, since before Portuguese domination until nowadays. Just after that, we present a evolution of Angolas mass communication midia, from newspapers to Internet, given more emphasis on TPA. The following chapters explain about program board, crews professional capacitation and relationship with Angolass society. The conclusion make a parallel betwen the TPA and different standards of public TV around the world.

Esta tese procura fazer um breve percurso na história de duas emissoras públicas latinoamericanas a TV Brasil e a Señal Colombia -, com ênfase nas mudanças de gestão, decorrentes de suas vinculações aos governos. Pesquisamos suas trajetórias para demonstrar as descontinuidades nos processos de gestão e buscamos entender, em uma revisão bibliográfica, a noção de televisão pública, um conceito em crise e em disputa. Por se definirem como emissoras educativas e culturais, investigamos o que representa esse binômio e como estas se apresentam institucionalmente, usando esses significados como indispensáveis na formação da cidadania. Optamos por traçar paralelos, apontando diferenças e similaridades entre as duas emissoras, ao invés de um estudo comparativo, respeitando as diferenças socioculturais e históricas de cada país. / This thesis aims to review the history of two Latin American public broadcasters - TV Brasil and Señal Colombia focusing on management changes related to their attachment to governments. We searched its trajectories to demonstrate the discontinuities in themanagement processes, and we tried to understand, in a bibliographical review, the notion of public television, a concept in crisis and indispute. By defining themselves as educational and cultural broadcasters, we investigate what this binomial represents and how they appear institutionally, using those indispensable meanings for the formation of citizenship. We chose to draw parallels, pointing out differences and similarities between the two broadcasters, rather than a comparative study, respecting the socio-cultural and historical differences of each country.

Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providing a form of mother tongue instruction to African learners in schools where the language of instruction is English. A field experiment and a reception study were carried out at a primary school in Pietermaritzburg, South Africa. Two groups of twelve Grade One learners (from two different Grade One classes at the same school) were included in this research, which spanned a period of 6 months. The children in the test group watched a television series of Takalani Sesame (with guided viewing) and completed related activities including post viewing and homework activities. The children in the control group were not shown the series at school. Both groups were administered the same questionnaire both pre- and post-test in order to determine changes in Life Skills related learnt data. Other research methods included participant observation, focus group discussions, interviews with parents/caregivers and interviews with educators. These used Social Cognitive Theory as their basis, taking constructs that impact on behaviour change, such as modelling, outcome expectancies and behavioural capabilities into account. The research included a large focus on interpersonal communication between researcher and learner, and caregiver and learner, plus a concentration on the children‟s knowledge of and attitudes surrounding HIV/AIDS. Results showed satisfactory levels of attention to the series, as well as high levels of engagement with and enjoyment of the series. Levels of identification with characters were also noted to be high, increasing the possibilities of learning and behaviour change taking place. Decoding of messages was, for the most part, in line with the intentions of the producers, although oppositional readings, erroneous and creative decoding were also noted in some instances. The guided viewing component did well to increase levels of attention to the episode as well as allow for erroneously decoded messages to be corrected almost immediately. Positive changes in learnt data in the Life Skills areas of HIV/AIDS, Nutrition and Safety and Security were identified and these were noted to be impacted on by the homework activities which were included in the intervention to promote parent/caregiver-child communication. The research intervention was deemed to be a success in the selected school, and could possibly be recommended for use in similar South African primary schools where learners are taught in a language which is not their mother tongue. Possible areas for future related research were outlined. This research study contributes to the body of Entertainment Education (EE) research by identifying a new and valuable application for an EE intervention in the South African setting. This highlights the important aspects of localisation, in the South African context, promoting mother tongue learning and ECD. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

Esta tese procura fazer um breve percurso na história de duas emissoras públicas latinoamericanas a TV Brasil e a Señal Colombia -, com ênfase nas mudanças de gestão, decorrentes de suas vinculações aos governos. Pesquisamos suas trajetórias para demonstrar as descontinuidades nos processos de gestão e buscamos entender, em uma revisão bibliográfica, a noção de televisão pública, um conceito em crise e em disputa. Por se definirem como emissoras educativas e culturais, investigamos o que representa esse binômio e como estas se apresentam institucionalmente, usando esses significados como indispensáveis na formação da cidadania. Optamos por traçar paralelos, apontando diferenças e similaridades entre as duas emissoras, ao invés de um estudo comparativo, respeitando as diferenças socioculturais e históricas de cada país. / This thesis aims to review the history of two Latin American public broadcasters - TV Brasil and Señal Colombia focusing on management changes related to their attachment to governments. We searched its trajectories to demonstrate the discontinuities in themanagement processes, and we tried to understand, in a bibliographical review, the notion of public television, a concept in crisis and indispute. By defining themselves as educational and cultural broadcasters, we investigate what this binomial represents and how they appear institutionally, using those indispensable meanings for the formation of citizenship. We chose to draw parallels, pointing out differences and similarities between the two broadcasters, rather than a comparative study, respecting the socio-cultural and historical differences of each country.

Este trabalho apresenta uma análise da TPA - TV Pública de Angola fazendo-se um paralelo com outros modelos de TV pública no Brasil, na Alemanha, nos Estados Unidos e na Inglaterra. Para atingir o objetivo da pesquisa, a presente dissertação começa com uma pesquisa sobre a história de Angola, desde antes da colonização portuguesa até os dias de hoje. Em seguida relatamos a evolução dos meios de comunicação naquele país africano, dos jornais à Internet, com maior ênfase na TPA. Os capítulos seguintes relatam características de programação, capacitação profissional e relações com a sociedade da TV pública angolana. A conclusão estabelece um paralelo entre a TV de Angola e outros modelos de TV pública. / This dissertation analyses the TPA TV Pública de Angola Public Television of Angola, building a parallel with different standards of public TV in Brasil, Germany, United States of America and England. To arrive at the main object of the research, the text starts with a research abour Angolass history, since before Portuguese domination until nowadays. Just after that, we present a evolution of Angolas mass communication midia, from newspapers to Internet, given more emphasis on TPA. The following chapters explain about program board, crews professional capacitation and relationship with Angolass society. The conclusion make a parallel betwen the TPA and different standards of public TV around the world.

[pt] O trabalho tem como tema a introdução da televisão educativa no Estado da Guanabara, destacando as experiências pioneiras dos cursos de formação para a preparação para a televisão educativa oferecidos para docentes e profissionais técnicos interessados em radiodifusão instrutiva e educacional. O período analisado compreende os anos entre 1960 e 1975, momento em que houve um crescimento significativo de vagas escolares na rede pública de ensino do Estado da Guanabara por causa da política educacional do governo de Carlos Lacerda que ampliou o número de escolas e determinou o funcionamento das mesmas em três turnos diurnos e o turno noturno. O aumento ao incentivo a escolarização era parte também de um projeto internacional, capitaneado pela UNESCO de erradicação do analfabetismo e fortalecimento da ideologia industrial capitalista que precisava de mão de obra qualificada para manter os padrões de desenvolvimento estimulados para época. Assim, a necessidade de professores também aumentou. A programação da televisão educativa deveria estar a serviço da educação formal e não formal das audiências, e também para a qualificação e formação de professores. Vários cursos foram oferecidos em circuito fechado e aberto de televisão educativa. No período pesquisado, houve a inauguração do Centro Brasileiro de Televisão Educativa, que junto ao Instituto de Educação investiram na formação de pessoal para a criação e definição de um modelo de teleducação que atendesse as necessidades da população local. Entre as iniciativas, destacamos a telenovela educativa João da Silva, exibida nos anos de 1970, que foi o primeiro curso supletivo usado no formato de telenovela direcionada ao ensino primário, com certificação aos alunos/telespectadores que se submetiam a processo de avaliação para conclusão referente às quatro séries do primeiro grau. A metodologia de pesquisa utilizada consiste na análise de conteúdo de documentos oficiais do Instituto de Educação, jornais da época, entrevista, analise do arquivo pessoal das famílias de Gilson Amado e Lourival Marques. Trabalhamos a partir dos pressupostos de história e teoria social cuja base filosófica se apoia na ideia de que a realidade é social e culturalmente construída. / [en] The work s theme is about the introduction of educational television in Guanabara State, standing out the pioneering experiences of training courses to prepare for the educational television to teaching staff and to technical professionals interested in instructional and educational broadcasting. The time frame analyzed between 1960 and 1975, represent a moment in which there was an increase of school places in the local public school system because of the educational policy implemented during the government of Carlos Lacerda that enlarged the number of schools and established the four-shift system in schools. The incentive to schooling was also part of an international project, led by UNESCO for the eradication of illiteracy and strengthening of industrial capitalist ideology that needed a qualified workforce to maintain the patterns of development stimulated to season. The programming of educational television should be at the service of formal and non-formal education of hearings, and also for the qualification and training of teachers. Several courses were offered in open and closed loop of educational television. At the same period was inaugurated the Fundação Centro Brasileiro de Televisão Educativa, alongside the Guanabara State Institute of Education, invested in training of personnel for the creation and definition of a model tele-education that met the needs of the local population. Among the initiatives, we emphasis on the educational telenovela João da Silva, displayed in the 1970s, which was the first course of youth and adult education that used the format of the telenovela directed to primary education, with certification students/viewers that if they subjected the assessment process to conclusion regarding the four series of the 1st degree. The research methodology consists in the content analysis of official documents of the Institute of Education, newspapers, interviews, review of the personal file of the families of Gilson Amado and Lourival Marques. We work on the assumptions of history and social theory whose philosophical basis if supports the idea that the reality is socially and culturally constructed.

Education is considered as an essential tool for the long-term development of most countries. The provision of education to only part of a community or part of the world reinforces relative deprivation. To counteract such an effect, South Africa, a geographically large country, in which the population is scattered, where economic disparities are aligned to race, where qualified teachers and specialists in certain subject areas are scarce, and where there is an illiteracy rate of 29 percent, hope has been expressed that television broadcast based distance education may be a viable alternative to expanding formal education provision extensively and quickly. This study investigates the role of television broadcast-based distance education in South Africa as a possibility for extending the provision of formal education to large numbers of learners and how the South African Broadcasting Corporation (SABC) and the country 's Department of Education fulfils the promise of extending education. This objective was addressed by first giving a critique of conventional education systems and why distance education is an alternative option for provision of education. Further, the study traces a general picture of education in Africa and the educational situation in South Africa, highlighting the distance education scenario in South Africa , and investigates why distance education and particularly television broadcast-based distance education is crucial in the provision of education in developing countries in the face of the globalisation of mass communication and new information technologies. The study also investigates the complex issues involved in the production, distribution and consumption of Liberty Learning Channel Programme (a television programme which offers remedial support for matric (grade 12) and grade 10 to 11 students) by examining whether the producers and partners of the programme created a text which connects with the multi-cultural reality of teachers, learners and other viewers in South Africa; the role of the programme in the service of growth, reconstruction and development; why the programme is not popular among the youth; and what can be done to make it effective in enhancing teaching and learning; and the intertextuality, production and distribution of the programme. Information on the above aspects was gathered through the scannmg of relevant literature and by the use of ethnographic research procedures which included focus group interviews, in-depth interviews and participant observation. The study established that conventional systems of education and current educational practices have fallen short ofpreparing citizens with a strong foundation of general education. The study therefore offers distance education not only as an alternative to conventional education delivery at secondary and higher levels of education, but also as a low-cost alternative to expanding education. Constructivism is suggested as an alternative set of values that may significantly influence learning and that can help develop the kind of citizens who can be able to function successfully in real-word contexts. With regard to effectiveness of television broadcast-based distance education in teaching and learning, the study established that television is an effective means of achieving traditional educational goals, and that television broadcast-based distance education remains important especially in the developing countries in light of the need to increase access to education, redress the disparities caused by globalisation of mass communication and by lack of information and communication technologies. With regard to distance education in South Africa, the study found that there is both significant policy commitment and actual use of broadcast-based distance education in solving many of the country's education problems, but that there is an urgent need to improve the quality of that provision, particularly in formal education. On the complex issues involved in the production, distribution and the consumption of Liberty Learning Channel programme, the study found that the programme (aired live since 1993), is a production of Liberty Learning Channel, an independent company based in Johannesburg, in partnership with the Liberty Life Foundation, and that the SABC is not involved in the production but provided the airwaves. Each subject presenter prepares his or her own lessons, and therefore no services of producers, scriptwriters, or editors are employed in the production of the programme. The programme is then distributed through television, newspapers (the Sowetan), videocassettes, the Internet and in future through CD-ROMs. Additionally, the study found that Liberty Learning Channel relies on audience feedback from audience rating and occasional feedback from comments down the streets or letters from viewers thanking the presenters. This study argues that this kind of monitoring is not sufficient as rating only tells advertisers how many viewers were exposed to a specific programme content on a particular television channel in a certain time slot. Regarding the consumption of the programme, the great majority of the focus group participants liked the programme and used it during revision and in dealing with large numbers of students with different abilities and difficulties. A great majority of the students liked the programme because of the way the presenters explained clearly. However, a great majority of the participants watched the programme sparingly partly because the time slot was ' inappropriate ' and due to a lack of awareness about the programme. Several suggestions for the improvement of the programme were put forward, amongst them: to change the time slot; to have multi-racial presenters ; to give detailed timetables to schools in advance, and to advertise the programme more directly to schools. However, a reluctance or unwillingness to consider some of the audiences ' suggestions for the improvement of the programme, was shown by the manager of Liberty Learning Channel, William Smith. The above results are reported and discussed in detail in chapters 2 to 3, and general conclusions and recommendations presented in chapter 4. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2004.

Made available in DSpace on 2016-06-02T19:39:54Z (GMT). No. of bitstreams: 1 6637.pdf: 2082461 bytes, checksum: d9c0f98b28ef8dc109c03c8ae37aabe9 (MD5) Previous issue date: 2015-02-11 / The sea of real-time images, the instant access to latest news and the contemporary demand that praises and requires the so-called positive social values pass by the exhausting and brutalized affirmation process of this established culture. Television, in this regard, can become a powerful vehicle of ideology exchange, due to its global reach. However, television could be an education tool, provided that its content and form are properly prepared to this end. Following these discussions, and guided by readings of texts by Theodor W. Adorno and Herbert Marcuse, we propose the analysis of the content of educational television program, transmitted by television and Internet, Salto para o Futuro (Leap into the Future, in Portuguese), on TV Escola (Ministry of Education), as well as the observation of technical changes, in other words, the way the information are structured and transmitted by this mean of communication, born as a result of the digital technology emergence. Analysis has demonstrated that there is Form predominance over Content since the analyzed episode articulates its messages via TV newscast format, which beforehand tends to ensure spectators adhesion by its serious aspect. Another important aspect comes from the presence of a discursive pattern in the messages: the hero specialist teacher cliché who in the future, by magically jumping over the historical and material contradictions in the present days, will save education by using technology. Finally, we conclude that the general format of the Salto Para o Futuro TV show (Leap into the Future, in Portuguese) does not allow the offer for explanatory information. However, through the radical change of its dynamics - disruption of the formal hierarchy by dialectic relation tension of the Formation concept - the program could envision an educational horizon: an aid to reveal the mechanisms that prevent the refusal and resistance of what is presented as if it were real. / O oceano de imagens em tempo real, o acesso imediato às últimas notícias e a demanda contemporânea que exalta e exige os valores sociais ditos positivos, perpassam pelo exaustivo e embrutecedor processo de afirmação da cultura estabelecida. A televisão, nesse sentido, pode se converter em um poderoso veículo de contrabando ideológico em decorrência de seu alcance global. No entanto, a televisão poderia ser um instrumento de formação, desde que seus conteúdos e sua forma fossem devidamente preparados para esta finalidade. Nessa perspectiva e orientados pelas leituras de Theodor W. Adorno e Herbert Marcuse, propomos um exame acerca do conteúdo do programa de televisão educativa veiculado pela televisão e internet: Salto para o Futuro , da TV Escola (Ministério da Educação), bem como a observação das alterações técnicas, ou seja, da forma como são elaboradas e transmitidas as informações desse meio de comunicação em decorrência da emergência da tecnologia digital. O exame demonstrou que há predominância da Forma em relação ao Conteúdo uma vez que o episódio analisado articula suas mensagens por meio do formato de telejornal, que de antemão tende a garantir a adesão dos espectadores pela aparência de seriedade. Outro aspecto importante decorre da presença de um padrão discursivo das mensagens: o clichê do professor especialista herói que no futuro, por meio de um salto mágico sobre as contradições históricas e materiais do presente, salvará a educação com o uso da tecnologia. Com efeito, concluímos que o formato geral do programa Salto Para o Futuro não permite a oferta de informações de esclarecimento. Contudo, por meio da mudança radical da sua dinâmica o rompimento da hierarquização formal pela relação tensional dialética do conceito de Formação o programa poderia vislumbrar um horizonte pedagógico: um auxílio para revelar os mecanismos que impedem a recusa e a resistência do que é apresentado como se fosse real.

This pilot study consists of two parts. The first part investigates the extent to which the domestic electricity consumers intend to use and use energy efficiently using the Theory of Planned Behaviour. The second part investigates the extent to which the Energy @ Home educational intervention changed the domestic electricity consumers’ behaviour. For the first part of the study an advertisement was published and a convenience stratified sample of 61 domestic electricity consumers were selected from the 290 respondents. Data was collected from the domestic electricity consumers via a questionnaire and a telephone response log. The co-relational research design was used to investigate the relationship between the predictor variables the independent variables in the constructs of the Theory of Planned Behaviour. Simple linear regression analysis resulted in F statistic for the predicted behavioural intention was 29.74 with a p value less than 0.0001 which indicates significant statistical evidence of a linear relation between the predictor variables and the independent variables. The r2 of 0.87 implies that data points that fall closely along the best fit line. Therefore the predictor variables were good predictors of the response variable. All the participants that intended to use electricity efficiently confirmed via the telephone that they were using electricity efficiently. In the second part of the study 11 out of the 61 participants were chosen to participate in the Energy @ Home educational intervention and television program. Data was collected via the Energy audit log and the electricity consumption log. The participants intended to save between 2% and 35% of their electricity consumption and the actual electricity consumption savings were between 2% and 30%. / Science and Technology Education / M. Sc. (Mathematics, Physics & Technology Education (Physics Education))