Teaching methodology: epistemological issues in the proposal of 33 teaching programs of the discipline in journalism courses

Authors

  • Luís Mauro Sá Martino Faculdade Cásper Líbero
  • Rafael Grohmann FIAM-FAAM - Centro Universitário / Universidade de São Paulo

DOI:

https://doi.org/10.11606/issn.2316-9125.v22i2p21-35

Keywords:

method, epistemology, communication theory, teaching

Abstract

The “research methods” discipline, as taught in undergraduate communication courses, can be seen as a microcosmos of the ongoing epistemological debates in the area. This paper analyses syllabi gathered from 30 Brazilian universities to outline what is thought about this name in communication programs with major in journalism. The analysis indicate three elements: (a) the concern about questions on knowledge and science surpass those on communication; (b) epistemology is shadowed by writing and formatting technique; (c) the particularities of communication research are not often addressed.

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Author Biographies

  • Luís Mauro Sá Martino, Faculdade Cásper Líbero

    Professor do mestrado em comunicação da Faculdade Cásper Líbero. Doutor em ciências sociais pela Pontifícia Universidade Católica de São Paulo (PUC-SP).

  • Rafael Grohmann, FIAM-FAAM - Centro Universitário / Universidade de São Paulo
    Doutor em Ciências da Comunicação pela Universidade de São Paulo. Professor e Coordenador Adjunto do Mestrado Profissional em Jornalismo do FIAM-FAAM - Centro Universitário e Professor Contratado III da Escola de Comunicações e Artes da Universidade de São Paulo

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Published

2017-11-16

Issue

Vol. 22 No. 2 (2017): Letramento e tecnologias da informação: mediações possíveis

Section

National Articles

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How to Cite

Martino, L. M. S., & Grohmann, R. (2017). Teaching methodology: epistemological issues in the proposal of 33 teaching programs of the discipline in journalism courses. Comunicação & Educação, 22(2), 21-35. https://doi.org/10.11606/issn.2316-9125.v22i2p21-35