Uma arqueologia do discurso sobre o ensino de fotografia no bacharelado em jornalismo no Brasil: o status marginal do fotojornalismo

• Ano de defesa: 2021
• Autor(a) principal: Aquino, Agda Patrícia Pontes de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Análise arqueológica do discurso; Fotografia; Ensino de fotografia; Fotojornalismo; Ensino superior; Jornalismo; Archaeological discourse analysis; Photography; Photography teaching; Photojournalism; University education; Journalism; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21136

This doctoral research investigated the discursive place of teaching photography in journalism courses in Brazil. For this, we resorted to the theoretical-methodological path proposed by Foucault (2005), in the book The archeology of knowledge, the Archaeological Analysis of Discourse (AAD), which guided the mapping of sources, the excavation of discursive formations and the identification of enunciative series, whose findings were systematized in Archaeological Derivation Trees (ADA). The research is justified, mainly, by the lack of specific knowledge on the subject in the country, especially with this approach. The starting point of the analysis was the current National Curriculum Guidelines for Journalism courses, published in 2013. The finding of the absence of photography in this document led us to the hypothesis photography marginalization teaching journalism the discourse on in university courses in the country and the central question: which discursive formations give marginal status to photography in higher education courses in journalism in Brazil? In the dispersion of sources, we identified a regularity that points to enunciative series that indicate, mainly: the journalist as an intellectual of the text; photography as a purely technical and non-intellectual activity; training focused on the market and fed by it; photography as a necessary content for training, but understood as something that the journalist should know about and not necessarily know how to do; and a course that does not aim to form photojournalists, the task of photojournalistic registration being the responsibility of another professional, the photographer. Thus, we conceive the thesis that the photography technical nature establishes a different pedagogical relationship that places the discourse on its teaching in a marginal status in higher education in journalism in the country.