Ressignificação dos processos comunicacionais a partir da utilização das tecnologias da informação e comunicação: um repensar sobre o ensino de relações públicas e a formação profissional
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2017
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O objetivo desta tese é pesquisar, avaliar e propor alternativa de arquitetura curricular para o Projeto Pedagógico de Curso, da habilitação em Relações Públicas da Universidade Estadual de Londrina, contemplando o uso das Tecnologias da Informação e Comunicação (TIC), a partir de literatura específica e das Diretrizes Curriculares Nacionais. Pretendemos refletir sobre os desafios impostos pela Sociedade da Informação e do Conhecimento ao ensino superior e mais especificamente à graduação de Relações Públicas. Ao mesmo tempo em que se abre um espaço para o incremento de práticas pedagógicas inovadoras na academia, surge a necessidade de um reposicionamento do papel do professor e do aluno, visando atender as novas demandas e exigências deste ambiente. Além do novo contexto digital, o curso de Relações Públicas da Universidade Estadual de Londrina, foco deste estudo, precisa atender as Diretrizes Curriculares Nacionais de 2013. Portanto, vivenciamos um momento oportuno para revisar sua matriz curricular e propor novas metodologias de ensino, como a que sugerimos neste estudo, de metodologias ativas no ensino. Consideramos como relevante para nossas discussões uma abordagem sobre a Sociedade da Informação e do Conhecimento e as novas configurações para o ensino e aprendizagem no ensino superior, utilizando como principais autores: Castells (2003, 2007), Escola (2005), Hargreaves (2003), Lemos (2008), Levy (2008). Na contextualização sobre os princípios basilares da profissão e atividade profissional, incluindo as novas possibilidades surgidas com as tecnologias digitais, problematizamos a discussão a partir de Corrêa (2009), Grunig (2011), Kunsch (2002, 2007, 2009), Nassar (2006, 2008), Peruzzo (1986, 1989, 2003), Terra (2006, 2009, 2010, 2016), Vergili (2014). No capítulo sobre o ensino superior de Relações Públicas e as perspectivas no contexto digital, utilizamos as contribuições de Freitas (2002), Kunsch (2007), Moura (2010), Sandini (2010) e na abordagem sobre as metodologias ativas no ensino superior, como uma possibilidade para auxiliar numa formação mais ajustada aos novos tempos, nos baseamos em Abreu e Masetto (1990), Behrens (2000), Berbel (2011), Dillembourg (1996), Ribeiro (2003). Em nossa fundamentação metodológica, recorremos aos autores Amado (2000), Bogdan e Biklen (1994), Denzin e Lincoln (2006), Hill e Hill (2002), Morgado (2013), Quivy e Campenhoud (2003), entre outros. Para o desenvolvimento do estudo, elaboramos pesquisa empírica com abordagem mista, com estratégias metodológicas do estudo de caso, fundamentos em Yin (2015), Amado e Freire (2013), Merriam (2002), Morgado (2013) e Stake (2007). A nossa unidade de análise foi o curso de Relações Públicas da Universidade Estadual de Londrina, investigado por meio dos documentos oficiais da área, Diretrizes Curriculares Nacionais de 2002 e 2013, entrevistas com coordenadores do curso e do Núcleo Docente Estruturante e professores utilizadores das TIC, através de uma abordagem qualitativa e questionários dirigidos aos professores que ministram aulas no curso e alunos das últimas séries, na fase quantitativa. A seguir, após a realização da coleta de informações nas duas abordagens - qualitativa e quantitativa, com o uso de diversidade de técnicas para o recolhimento de informações, utilizamos para tratamento dos dados, a análise de conteúdo, alicerçada em Bardin (2011), Amado (2000), Amado, Costa e Crusoé (2013) e Vala (2016). A análise dos resultados foi feita com base nas informações provenientes de diferentes fontes e instrumentos que permitiram obter informações significativas e conclusões. Os resultados revelaram carência no que tange aos aspectos digitais, tanto na formação acadêmica, quanto na preparação do docente para este cenário. Como contribuição para minimizar os problemas enfrentados neste contexto, apresentamos uma proposta para o projeto pedagógico do curso em estudo, concedendo uma maior atenção às metodologias ativas, em articulação com dispositivos de ensino saídos da revolução tecnológica. A finalidade é de promover maior autonomia nos alunos e por outro lado, para os professores, oferecer uma ferramenta
importante e complementar no ensino e aprendizagem, permitindo a criação de contextos educativos mais motivadores e diversificados.
The objective of this doctoral thesis, to evaluate and to propose an alternative curriculum structure for the Pedagogical Project of the graduation for the Public Relations Course of the State University of Londrina, contemplating the use of Information and Communication Technologies (ICT), based on specific literature and the National Curriculum Guidelines. We intend to reflect on the challenges posed by the Information and Knowledge Society to higher education and more specifically to the graduation of Public Relations. At the same time that a gap is opened for the increment of innovative pedagogical practices in the academy, it is necessary to reposition the role of the teacher and the student, aiming to meet the new demands and requests of this environment. In addition to the new digital context, the Public Relations course of the State University of Londrina, the focus of this study, needs to comply with the 2013 National Curriculum Guidelines. Therefore, we have an opportune moment to revise its curriculum matrix and propose new teaching methodologies, such as the one we have suggested in this study, the introduction of the use of active methodologies in teaching. We consider as relevant to our discussions an approach on the Information and Knowledge Society and the new configurations for teaching and learning in higher education, using as main authors: Castells (2003, 2007), Escola (2005), Hargreaves (2003), Lemos (2008), Levy (2008). Contextualizing the basic principles of professions and professional activity, including the new possibilities arising with digital technologies, we have pondered over the discussion from Corrêa (2009), Grunig (2011), Kunsch (2002, 2007, 2009), Nassar (2006, 2008), Peruzzo (1986, 1989, 2003), Terra (2006, 2009, 2010, 2016) and Vergili (2014). In the chapter on higher education in Public Relations and the perspectives in the digital context, we use the contributions from Freitas (2002), Kunsch (2007), Moura (2010), Sandini (2010) and in the approach on the active methodologies in higher education, as a possibility to help the academic formation to be well adjusted to the new times, based on Abreu e Masetto (1990), Behrens (2000), Berbel (2011), Dillembourg (1996), Ribeiro (2003). At our methodological foundation, we resort to authors Amado (2000), Bogdan and Biklen (1994), Denzin and Lincoln (2006), Hill and Hill (2002), Morgado (2013), Quivy and Campenhoud (2003), among others. For the development of the study, we elaborated an empirical research with mixed approach, with methodological strategies of the case study, based on Yin (2015), Amado and Freire (2013), Merriam (2002), Morgado (2013) and Stake (2007). Our analysis unit was the Public Relations course of the State University of Londrina, investigated through the official documents of the area, National Curriculum Guidelines of 2002 and 2013, interviews with course coordinators and with the Faculty Committee and ICT teachers, through qualitative approach and in the quantitative phase were used questionnaires, addressed to the teachers who teach classes in the course and to senior students. Then, after the collection of information in the two approaches -qualitative and quantitative, using a diversity of techniques for gathering information, we used data analysis, the content analysis, based on Bardin (2011), Amado (2000), Amado, Costa and Crusoé (2013) and Vala (2016). The analysis of the results was made found on the information coming from different sources and instruments that allowed to acquire significant information and to obtain conclusions. The results revealed a lack of the digital aspects, both in academic training and the preparation of teachers for this scenario. As a contribution to minimize the problems faced in this context, we present a proposal for the Pedagogical Project of the Course under study, giving greater attention to the active methodologies, in articulation with teaching devices emerging from the technological revolution. The purpose is to promote greater autonomy in students and, on the other hand, for teachers, is to offer an important and complementary tool in teaching and learning, allowing the creation of more motivating and diversified educational contexts.
The objective of this doctoral thesis, to evaluate and to propose an alternative curriculum structure for the Pedagogical Project of the graduation for the Public Relations Course of the State University of Londrina, contemplating the use of Information and Communication Technologies (ICT), based on specific literature and the National Curriculum Guidelines. We intend to reflect on the challenges posed by the Information and Knowledge Society to higher education and more specifically to the graduation of Public Relations. At the same time that a gap is opened for the increment of innovative pedagogical practices in the academy, it is necessary to reposition the role of the teacher and the student, aiming to meet the new demands and requests of this environment. In addition to the new digital context, the Public Relations course of the State University of Londrina, the focus of this study, needs to comply with the 2013 National Curriculum Guidelines. Therefore, we have an opportune moment to revise its curriculum matrix and propose new teaching methodologies, such as the one we have suggested in this study, the introduction of the use of active methodologies in teaching. We consider as relevant to our discussions an approach on the Information and Knowledge Society and the new configurations for teaching and learning in higher education, using as main authors: Castells (2003, 2007), Escola (2005), Hargreaves (2003), Lemos (2008), Levy (2008). Contextualizing the basic principles of professions and professional activity, including the new possibilities arising with digital technologies, we have pondered over the discussion from Corrêa (2009), Grunig (2011), Kunsch (2002, 2007, 2009), Nassar (2006, 2008), Peruzzo (1986, 1989, 2003), Terra (2006, 2009, 2010, 2016) and Vergili (2014). In the chapter on higher education in Public Relations and the perspectives in the digital context, we use the contributions from Freitas (2002), Kunsch (2007), Moura (2010), Sandini (2010) and in the approach on the active methodologies in higher education, as a possibility to help the academic formation to be well adjusted to the new times, based on Abreu e Masetto (1990), Behrens (2000), Berbel (2011), Dillembourg (1996), Ribeiro (2003). At our methodological foundation, we resort to authors Amado (2000), Bogdan and Biklen (1994), Denzin and Lincoln (2006), Hill and Hill (2002), Morgado (2013), Quivy and Campenhoud (2003), among others. For the development of the study, we elaborated an empirical research with mixed approach, with methodological strategies of the case study, based on Yin (2015), Amado and Freire (2013), Merriam (2002), Morgado (2013) and Stake (2007). Our analysis unit was the Public Relations course of the State University of Londrina, investigated through the official documents of the area, National Curriculum Guidelines of 2002 and 2013, interviews with course coordinators and with the Faculty Committee and ICT teachers, through qualitative approach and in the quantitative phase were used questionnaires, addressed to the teachers who teach classes in the course and to senior students. Then, after the collection of information in the two approaches -qualitative and quantitative, using a diversity of techniques for gathering information, we used data analysis, the content analysis, based on Bardin (2011), Amado (2000), Amado, Costa and Crusoé (2013) and Vala (2016). The analysis of the results was made found on the information coming from different sources and instruments that allowed to acquire significant information and to obtain conclusions. The results revealed a lack of the digital aspects, both in academic training and the preparation of teachers for this scenario. As a contribution to minimize the problems faced in this context, we present a proposal for the Pedagogical Project of the Course under study, giving greater attention to the active methodologies, in articulation with teaching devices emerging from the technological revolution. The purpose is to promote greater autonomy in students and, on the other hand, for teachers, is to offer an important and complementary tool in teaching and learning, allowing the creation of more motivating and diversified educational contexts.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Ensino superior , Relações públicas , Tecnologias da informação e comunicação , Sociedade da informação , Sociedade do conhecimento , Metodologias ativas , Projeto pedagógico , Formação profissional