O eu, o nós e os outros no(s) telejornalismo(s): diálogos bakhtinianos no ensino do jornalismo televisivo

Abstract

This Doctoral thesis, developed within the Post-Graduate Program of the School of Education of the Federal University of Juiz de Fora (UFJF), presents the results of a research that sought to investigate the three categories coined by the Russian philosopher and thinker Mikhail Bakhtin (1895-1975): the production of meanings, active responsive understanding and dialogical argumentation, in the teaching process of Telejournalism. It also debates the issue of training - or lack thereof - of journalism professors. The goals of this thesis were to try to find out if and how professors of Telejournalism and other subjects related to Audiovisual Journalism perceive these three Bakhtinian categories, as well as if such views are present in their knowledge and teachings, in addition to dialoguing with faculty members, on the training of journalism professors. In order to build the theoretical framework, the literature review methodology was used, based on books and articles by renowned authors about television, television news, teacher training and Bakhtinian thinking. The empirical research, on the other hand, was guided by the socio-historical-cultural perspective, working with the three theoretical categories of Bakhtin as analytical categories. The data was produced within a focus group formed by ten professors of Telejournalism/Journalism Audiovisual, with teaching experience in University education varying between five and 33 years, and currently linked to five different Universities, of which three are public institutions and two private, with campuses located in three cities in the state of Minas Gerais, namely: Juiz de Fora, Ouro Preto and São João del-Rei. By means of the empirical research, it was possible to recognize the three Bakhtinian categories in the essence of Telejournalism and understand that the production of meanings and active responsive understanding are conditions of the journalistic process - including journalism made for the screens. Whereas Dialogic argumentation occurs in (tele) journalistic making as an attempt - not always successful - to dialogue with the audience and with the use of argumentation through persuasion and convincement. The data stemming from the focus group regarding this Bakhtinian category provided subsidies to elaborate on a dialogical becoming, a path to be conquered to establish an effective dialogue between television news and its audience. Regarding the issue of training journalism professors, a gap was identified: in addition to the lack of a specific teaching-oriented degree in Journalism, the standard bachelor’s degrees available do not include any teaching-oriented courses. Offering such courses, even if as merely optional or elective courses, is of fundamental importance in order to allow for future professors feel better prepared to deal with the challenges of teaching.