Abordagens da comunicação nas organizações educacionais : o prêmio gestão de comunicação

• Ano de defesa: 2020
• Autor(a) principal: Fernandes, Carine
• Orientador(a): Scroferneker, Cleusa Maria Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Comunicação Social
• Departamento: Escola de Comunicação, Arte e Design
• País: Brasil
• Palavras-chave em Português: Comunicação Organizacional; Prêmio Gestão de Comunicação; Organizações Educacionais; Comunicação Instrumental; Comunicação Interacional
• Palavras-chave em Inglês: Organizational Communication; Communication Management Award; Educational Organizations; Instrumental Communication; Interactional Communication
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::COMUNICACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9114

This research has as an object of study the Prêmio Gestão de Comunicação do Sinepe/RS (Communication Management Award of Sinepe / RS) and proposes to discuss about the communication approaches presented in the referred event, through its regulation, to highlight the communication approaches taken by educational organizations from the projects winners, as well as understanding how the Award's discursive practices legitimize the communication projects of the educational organizations. As a theoretical-methodological approach, we have opted for Depth Hermeneutics (THOMPSON, 2011), using bibliographic and documentary methods of research (GIL, 2008) and Theory of Discourse Analysis (CHARAUDEAU, 2008). In order to answer the research questions and meet the proposed objectives, we have defined some categories of analysis considering the communication approach of France (2001, 2006) based on Mead (1968), the models of dialogical communication interaction (OLIVEIRA, 2008), the instrumental dimension of communication (KUNSCH, 2016), as well as the concepts of distinction and device (BOURDIEU, 2001; FOUCAULT, 2009;AGAMBEM, 2009). Authors like Scroferneker (2006, 2012, 2016), Oliveira (2008) Kunsch (2016), Oliveira e Paula (2008) e Lima (2008) helped us in the discussion about the exhaustion of the instrumental paradigm. Chanlat (2010), Srour (2012) e Wheatley (2006), contributed to our understanding of organizations. Furthermore, Libâneo (2008), Bourdieu and Passeron (2013), Luck (2009), Nóvoa (1992), Pessanha e Silva (2009) and Dreher (2008) brought us closer to educational organizations. From the “instrumental communication” analysis categories (KUNSCH, 2016) and “interactional communication” (OLIVEIRA, 2008), we confirmed that the Communication Management Award, as a device (FOUCAULT, 2009), and through its regulation, guided by an instrumental vision, it has the intention of instructing / guiding the associated schools regarding the submission of projects. This analysis corroborates this statement, given that the winning projects in 2015, 2016 and 2017 presented, in most of their practices, the instrumental perspective of communication.