Da Gestão à Escuta uma análise sobre as experiências de clubes de rádio em escolas públicas de Fortaleza

• Ano de defesa: 2018
• Autor(a) principal: Silva, Lilian Bartira Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Comunicação; Educação; Rádio; Dispositivos; Communication; Education
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/35836

The experiences of School Radio changed significantly after insertion of the mobile devices in the school contexts. In this sense, the present dissertation contemplates the activities of Radio Clubs of two full-time municipal schools in Fortaleza, in order to investigate, from management to listening, how these experiences are developed, identifying if and in what way the dialogical principles, basic to the collective exercise, have been promoted. From there, specifically, to verify how these activities are planned, how the relations within the Clubs are given, how the listening after the radio / mobile convergence is characterized and, finally, how the listeners read the Clubs and accept their respective schedules. The three structural categories of this work were: collectivity, convergence and protagonism, discussed mainly by Freire (1977), Jenkins (2009) and Souza (2006), in this order. The research was developed methodologically through participant observation (Angrosino, 2009). The appreciation of the data pointed to a conception of narrative interpretation of these experiences, inspired by the mimetic activity proposed by Ricoeur (2010), outlined in three dimensions: mimesis I (pre-figuration), II (configuration) and III (reconfiguration) comprising, thus, the sound cultural context that anchors the experiences of the Radio Clubs, the experiences 'narrativized' and the reception (construction of senses), respectively. This analysis proposed a reception of the subjectivities imbricated in all the process experienced by the students involved. The construction of the research allowed to conclude that the collective dimension is sometimes compromised, as well as the traits of protagonism that are outlined, but are not effective. As the incorporation of mobile devices to the daily lives of students, have widened the possibilities of sound consumption, hybridizing the uses of media. Even with the convenience of portability and the choice of choosing the personal playlist, radio maintains its importance as a school media device. The narratives have shown that the listeners of the school radios do not feel valued, respected and attended to in their musical requests, they do not identify with the schedules and, also, they question the participation of members who do not fit the demands of a Radio Club. However, despite the problems identified, the experiences of School Radio can be enhanced, if understood in their innumerable possibilities and assisted in their technical, and mainly, formative needs.