Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 CristovaoPS.pdf: 3480043 bytes, checksum: 57a246c1d5bec0a5540e4a71370dc05a (MD5) Previous issue date: 2006-08-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The main objective of this research was studying the meanings of the freedom of expression and what professors of Journalism think about the way those meanings are used in pedagogical practices. The term freedom of expression is commonly used in journalism even though it is not so studied, consequently we don t have a word to define it. Therefore, we related the term freedom of expression in Journalism teaching to the condition as the object of this study, aiming to establish a connection among the term, the right, free expression and the endurance of the right. The theorical support to understand the dynamic of the meanings of the freedom of expression in the social practice of Journalism teaching was based in the Hegeliana dialetic theorical principles and in the language philosophy more specifically in Bakhtin s perspective from which we can mention the social auditorium, immediate conditions of production and a wider social horizon as the main categories of analysis. This study is a qualitative research with an interacionist perspective anchored in a semi-structured interview as a privileged method of data collecting made with ten professors from Journalism graduation. The analysis reveals that, in the interviewers perspective, there would be a deceiving practice from freedom of expression in the journalism teaching in which emerges either in speeches with handbills spreading the fear and/or under a stimulus form to concealment / O objetivo central desta pesquisa foi compreender os significados de livre express?o e o que pensam os professores de jornalismo sobre os modos como tais significados s?o utilizados em suas pr?ticas pedag?gicas. O termo livre express?o ? bastante usual no jornalismo, apesar de pouco estudado, n?o se sabendo ao certo como defini-lo. Em raz?o desse quadro, elegemos a livre express?o no ensino de jornalismo ? condi??o de objeto deste estudo, procurando estabelecer uma rela??o entre liberdade de express?o, o direito, e livre express?o, a vida do direito. O apoio te?rico para compreender a din?mica dos significados de livre express?o na pr?tica social do ensino de jornalismo foi localizado nos princ?pios te?ricos da dial?tica hegeliana e na filosofia da linguagem, mais especificamente na perspectiva de Bakhtin, da qual elegemos o audit?rio social, condi??es imediatas de produ??o e o horizonte social mais amplo como principais categorias de an?lise. Trata-se de uma pesquisa qualitativa, de perspectiva interacionista e ancorada na entrevista semi-estruturada enquanto m?todo privilegiado de coleta de dados, realizada com 10 (dez) professores da gradua??o em jornalismo. A an?lise revela que, na perspectiva dos entrevistados, haveria uma pr?tica escamoteadora da livre express?o no ensino do jornalismo, que emerge seja em discursos panflet?rios, propagadores do medo e/ou sob a forma de est?mulo ? dissimula??o

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 Regina de Brito Rodrigues.pdf: 1068818 bytes, checksum: 4029db9ca787a16a0945c01acf1fb951 (MD5) Previous issue date: 2007-06-18 / Starting from a presupposition that knowing reality is a condition to exercise citizenship, and taking into account that in a society in which mass communication media become ever more important in building/rebuilding reality, journalism in its different forms acts as a producer of this knowledge of the contemporary world, the present study analyses the so called humanistic education of journalists. The knowledge required in narrating everyday events is examined in the light of this type of education. Historically recovering journalism education in Brazil, this work researches the evolution of humanistic education throughout the consecutive transformations experienced in the country in order to situate in a case study the journalism course of a Pontif?cia Universidade Cat?lica in Campinas, located inland in the State of S?o Paulo. With the analysis of documents (pedagogic project, digests, course planning material and selected texts) and semistructured interviews with educational agents involved (professors for humanistic education, technical education and research education disciplines, course direction and incoming and graduating students) the practices effectively developed are problematized. The research uses discourse analysis tools in order to examine the data from a dialectic perspective through the process of going back and forth from discourse to the reality experienced by the agents involved, emphasizing the contradictions that exist among theory and practice; intentions and objectives; professors and students; technical and humanistic education; objectives and results. It also points out the role played by interdisciplinarity in the achievement of the objectives set forth by humanistic education. / Partindo do pressuposto de que o conhecimento da realidade ? condi??o para o exerc?cio da cidadania e tendo em conta que, numa sociedade em que os meios de comunica??o de massa ganham cada vez maior import?ncia na constru??o/reconstru??o da realidade , o jornalismo nos seus diferentes formatos ? produtor deste conhecimento do mundo contempor?neo, o presente estudo analisa a chamada forma??o human?stica dos jornalistas. Os conhecimentos necess?rios ao of?cio de narrar o cotidiano s?o examinados ? luz desta forma??o. Resgatando historicamente o ensino de jornalismo no Brasil, pesquisa-se a evolu??o desta forma??o human?stica ao longo das sucessivas transforma??es do pa?s, para situar num estudo de caso o Curso de Jornalismo da PUC Campinas, no interior do Estado de S?o Paulo. Com o exame dos documentos (projeto pedag?gico, ementas, planos de cursos e textos selecionados) e entrevistas semi-estruturadas com os agentes educacionais envolvidos (professores das disciplinas de forma??o human?stica, da forma??o t?cnica e da forma??o para pesquisa, dire??o do curso e alunos ingressantes e concluintes) problematiza-se a pr?tica efetiva desenvolvida. A pesquisa utiliza-se das ferramentas da an?lise de discurso para, num ir e vir do discurso ? realidade vivida pelos agentes envolvidos, examinar os dados de uma perspectiva dial?tica, salientando as contradi??es entre teoria e pr?tica; inten??es e objetivos; professores e alunos; forma??o t?cnica e forma??o human?stica; objetivos e resultados. Destaca ainda o papel da interdisciplinaridade para a consecu??o dos objetivos propostos com a forma??o human?stica.