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Previous issue date: 2018-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The study presents the convergence of the communication and education fields (MARTINBARBERO, 2014) to understand the dimension of a professional practice in the society. The theme is the praxis (VAZQUEZ, 1977) of Public Relationships, being delimited by the humanist reading and the educational character, on the assumption that the communication teaching can influence the actions practiced in the professional fiels. Besides this, the area can portray an union between the educational and communicational acts for the society. The main goal is to comprehend the possibilities of an educational character in the Public Relationships praxis, in the humanist perspective of the formation. The theoretical reference covers the praxiological dimension of the academic and professional field, through the Bourdieu Sociology (BOURDIEU, 1983, 1996, 1997, 2007), and considers the contributions of the humanist education, contemplated by the notions of human practice
reproduction (BOURDIEU; PASSERON, 2014, the educative act (CABANAS, 1995) and the
humanistic formation (FREIRE, 2013). In addition, it discusses different theoretical aspects of
the Public Relationships practice: the excellence studies (GRUNIG, 2003, 2011, 2013), the
political function (SIM?ES, 1995, 2001, 2009) and the critical and humanistic theory
(PERUZZO, 1986, 1998, 2013). Teachers of the activity, that coordinate the Public
Relationships graduation courses in Rio Grande do Sul, were consulted for being opinion
leaders. The adopted methodological strategy is the hermeneutics in depth (THOMPSON,
1995) and, to achieve an interpretation and reinterpretation, contextualize the doxa by the
legislation that regulates the Public Relationships. The socio-historical analysis of the
communication teaching (MOURA, 2007; OLIVEIRA, 2007) is added to the Minimum
Curricula from 1969 to 1984, in addition to the National Curricular Guidelines (BRASIL,
2002, 2013). For the formal discursive analysis of the statements of the course coordinators,
uses the technique of Content Analysis (BARDIN, 1977). The results obtained show that the
educational character of the Public Relationships praxis is directly related to its action ? the
relationships can be educational acts ? and, potentialized by the humanistic reading, can
promote the rethinking of the activity teaching in society. / O estudo apresenta a converg?ncia dos campos da comunica??o e da educa??o (MARTIN-BARBERO, 2014) para compreender a dimens?o de uma pr?tica profissional na sociedade. O tema ? a pr?xis (VAZQUEZ, 1977) de Rela??es P?blicas, sendo delimitado pela leitura humanista e pelo car?ter educativo, e parte do pressuposto de que o ensino da comunica??o pode configurar a atua??o profissional no campo. Al?m disso, a ?rea pode retratar um enlace entre os atos educativos e comunicacionais para a sociedade. O objetivo
geral ? compreender as possibilidades de um car?ter educativo na pr?xis de Rela??es P?blicas, na perspectiva humanista da forma??o. O referencial te?rico abrange a dimens?o praxiol?gica do campo acad?mico e profissional, atrav?s da Sociologia de Bourdieu (1983, 1996, 1997, 2007), e reflete sobre as contribui??es da educa??o humanista, contemplado pelas no??es de reprodu??o da pr?tica humana (BOURDIEU; PASSERON, 2014), do ato educativo (CABANAS, 1995) e da forma??o human?stica (FREIRE, 2013). Al?m disso, discute diferentes vertentes te?ricas da pr?tica de Rela??es P?blicas: os estudos da excel?ncia (GRUNIG, 2003, 2011, 2013), a fun??o pol?tica (SIM?ES, 1995, 2001, 2009) e a teoria
cr?tica e humanista (PERUZZO, 1986, 1998, 2013). Docentes da atividade, que exercem a coordena??o dos cursos de gradua??o em Rela??es P?blicas no Rio Grande do Sul, foram consultados por serem l?deres de opini?o. A estrat?gia metodol?gica adotada ? a hermen?utica em profundidade (THOMPSON, 1995) e, para atingir uma interpreta??o e reinterpreta??o, contextualiza a doxa pela legisla??o que regulamenta as Rela??es P?blicas. A an?lise s?cio-hist?rica do ensino de comunica??o (MOURA, 2007; OLIVEIRA, 2007) agrega-se aos Curr?culos M?nimos de 1969 a 1984, al?m das Diretrizes Curriculares Nacionais (BRASIL, 2002, 2013). Para a an?lise formal discursiva dos depoimentos dos coordenadores de curso ? utilizada a t?cnica de an?lise de conte?do (BARDIN, 1977). Os resultados obtidos demonstram que o car?ter educativo da pr?xis de Rela??es P?blicas est? diretamente relacionado com a sua atua??o ? os relacionamentos podem ser atos educativos ? e, potencializado pela leitura humanista, podem promover um repensar do ensino da atividade
na sociedade.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8160 |
| Date | 23 March 2018 |
| Creators | Tavares, Marcelo de Barros |
| Contributors | Moura, Claudia Peixoto de |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Comunica??o Social, PUCRS, Brasil, Escola de Comunica??o, Arte e Design |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -1227240851921518482, 500, 500, 600, -4056021055502874573, 2075167498588264571 |
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