Metodologias de media training desenvolvidas pelas assessorias de comunicação

Dissertação apresentada ao Programa de Pós-graduação em Comunicação da Universidade Municipal de São Caetano do Sul

Transformações comunicacionais: a atuação no media training na perspectiva da teoria social cognitiva

Dissertação apresentada ao Programa de Pós-graduação em Comunicação da Universidade Municipal de São Caetano do Sul.

Metodologias de media training desenvolvidas pelas assessorias de comunicação

Publicado na revista Comunicação e Sociedade

Comunicação corporativa: atividades do profissional de media training na perspectiva da teoria dos stakeholders

Desde seu surgimento, em 1963, a teoria dos stakeholders considera a organização inserida num sistema aberto com múltiplas relações e influências condicionadas às demandas do ambiente e, nesse sentido, a comunicação com os grupos que influenciam o contexto organizacional é de fundamental importância para o empreendimento e, dessa necessidade, surgiu o profissional de media training. O problema da pesquisa está em identificar, numa perspectiva fenomenológica, quais as técnicas utilizadas pelos media training para fazer do agente “persona grata” perante os diferentes stakeholders na visão dos próprios profissionais, numa sociedade midiatizada por tecnologias da comunicação. Por meio de pesquisa exploratória, de natureza qualitativa, foram realizadas entrevistas com dez media trainings atuantes na cidade de São Paulo, com o objetivo de identificar a visão que esses profissionais manifestam em relação às técnicas utilizadas junto aos stakeholders no universo corporativo. Os resultados da pesquisa apontam, com base no Modelo Stakeholder Salience, que as atividades dos profissionais de media training se tornaram imprescindíveis para reputação das organizações pela sua característica estratégica de permitir ações personalizadas para a organização alcançar comunicação eficaz junto aos seus stakeholders.

Comunicação corporativa: atividades do profissional de media training na perspectiva da teoria dos stakeholders

Desde seu surgimento, em 1963, a teoria dos stakeholders considera a organização inserida num sistema aberto com múltiplas relações e influências condicionadas às demandas do ambiente e, nesse sentido, a comunicação com os grupos que influenciam o contexto organizacional é de fundamental importância para o empreendimento e, dessa necessidade, surgiu o profissional de media training. O problema da pesquisa está em identificar, numa perspectiva fenomenológica, quais as técnicas utilizadas pelos media training para fazer do agente “persona grata” perante os diferentes stakeholders na visão dos próprios profissionais, numa sociedade midiatizada por tecnologias da comunicação. Por meio de pesquisa exploratória, de natureza qualitativa, foram realizadas entrevistas com dez media trainings atuantes na cidade de São Paulo, com o objetivo de identificar a visão que esses profissionais manifestam em relação às técnicas utilizadas junto aos stakeholders no universo corporativo. Os resultados da pesquisa apontam, com base no Modelo Stakeholder Salience, que as atividades dos profissionais de media training se tornaram imprescindíveis para reputação das organizações pela sua característica estratégica de permitir ações personalizadas para a organização alcançar comunicação eficaz junto aos seus stakeholders.

Cooperação Portugal-PALOP no Domínio da Comunicação Social

The paper examines the cooperation between Portugal and the African Portuguese Speaking Countries (APSC: Angola, Cabo Verbe, Guinea-Bissau, Mozambique and S. Tomé and Príncipe) in media-relevant fields. It starts off with an outlook into cooperation activities undertaken by various countries in the APSC in such a field and assesses those initiatives in terms of linguistic and cultural significance. Next, I review the Portuguese institutional framework and the legal instruments for this kind of cooperation. The central aspect of the paper is a critical analysis of measures and projects related to training of journalists and other media professionals. The goal is to identify sensitive aspects and difficulties. I conclude with a global assessment of the Portuguese cooperation in the field of media and advance some suggestions for improvement.

Ambiente de textualização no ensino a distância: o caso do fórum educacional

This research deals with textualization issues present in educational forums in distance learning environment. The research aims to analyze textualization regarding communication practices between tutors and distance learning students. Specifically the research aims to verify if the educational forum is considered pertinent for knowledge construction as well as identify subject´s behavior in e-Proinfo environment. The research also aims to understand the dynamics of the teaching and learning techniques related to the forum´s printed material. This is done in order to acknowledge discourse on behalf of subjects through the presented educational assignments. In order to address the issue, the work dealt with the relations present in distance learning forums, the forms in which the assignments are made, the way social actors interact and how this debate happens in the virtual environment. The research emphasized an educational forum used in a higher education institution at Rio Grande do Norte/Brazil. Thus the research corpus is composed by messages that were posted in the forum in the module called computer material . This module is one of the last in a set of six modules that are part of The Basic Cycle for Media Training promoted by the Center for Distance Learning in a public university at Rio Grande do Norte/Brazil. The research deals with a qualitative type approach in the perspectives of Merriam (1988), Cresswell (1994) and Minayo (1996). In order to achieve this analysis, the research dealt with theoretical landmarks related to distance learning present in (Silva, 2008; Brait, 1993; Sperbe and Wilson, 1986; Marquesi and Elias 2008 as well as Xavier, 2005, amongst others. As for aspects related to media and technological perspectives present in the forum, the research dealt with (Baranov, 1989; Neuner, 1981; Kearsley and Moore, 1996). Textualization was dealt according to (Marcuschi, 2008; Costa Val, 2004) and the conceptions and functions regarding tutors was seen according to (Salgado, 2002). In the conclusion and recommendations it was seen that these discussions present relevant contributions to distance learning and go beyond the practical universe present in electronical interaction. In the final considerations it is pointed out that this research is relevant for areas such as applied linguistics and presents guidelines for those involved in continuous education and aim meaningful knowledge that is coherent with distance learning education

MÍDIAS SOCIAIS DIGITAIS: ESPAÇO DE RELACIONAMENTO E COMUNICAÇÃO ESTRATÉGICA

O trabalho tem como proposta avaliar a postura das organizações nas mídias sociais digitais, considerando o fato de que esses novos ambientes virtuais têm modificado drasticamente a maneira pela qual elas promovem o relacionamento com seus públicos estratégicos. O objetivo principal da pesquisa é identificar e compreender como as organizações se posicionam diante de comentários desfavoráveis nas mídias sociais digitais que possam impactar sua imagem e reputação, bem como mostrar a importância de monitorar constantemente o consumidor e dialogar com ele nos canais digitais para evitar riscos à marca. A metodologia aplicada denomina-se Estudo de Casos Múltiplos, por meio da qual analisaram-se os comentários desfavoráveis às marcas: Vivo, Tim e Oi, na página do Facebook, durante o mês de setembro de 2015. Construiu-se um protocolo de pesquisa, e realizou-se o acompanhamento dessas marcas analisando-lhes os posts e os comentários desfavoráveis coletados no período. Constatou-se, após tais procedimentos que as operadoras apresentam frequentemente dificuldades para se relacionar com os públicos nas mídias sociais digitais, o que as coloca em risco quanto à sua imagem e reputação.

Die Anwendung des 3-2-1 Modells didaktischer Elemente in der Hochschulpraxis

Im Verlauf einer universitätsweiten Förderinitiative wurde für die Lehrveranstaltung Betonbau ein Projekt durchgeführt, das mithilfe Neuer Medien versucht, die Lehre an der Hochschule nachhaltig zu verbessern. In dieser Veröffentlichung wird über die Entwicklung von interaktiven Lernobjekten (ILO) berichtet, die streng nach den Gesichtspunkten des 3-2-1 Modells didaktischer Elemente nach Kerres (2001) aufgebaut wurden. Die Umsetzung, sowohl in technischer als auch didaktischer Hinsicht, sowie die Implementierung im Curriculum wird detailliert beschrieben. Eine Diskussion über eine mögliche Effizienzsteigerung in der Lehre rundet diese Veröffentlichung ab.(DIPF/Orig.)

Technical and Didactical Scenarios of Student-centered Teaching and Learning

In this paper we envision didactical concepts for university education based on self-responsible and project-based learning and outline principles of adequate technical support. We use the scenario technique describing how a fictive student named Anna organizes her studies of informatics at a fictive university from the first days of her studies to make a career for herself.(DIPF/Orig.)

The effectiveness of a teacher’s training workshop on Media Smart Program

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Critical training of mass media documentalists

This study takes the old myth of objectivity in media discourse to one of the most important but unrecognized actors in the process of its construction: the mass media information scientist or documentalist. Accepting the subjective presence of the documentalist in his/her productions, this article opts for the recognition and explicit statement of this role, recommending two actions. First, we suggest that public higher education institutions combine the technical training of mass media documentalists with training in critical thinking skills. Our study analysed the subjects covered in course syllabi to detect the deficiencies to be addressed in meeting this objective. Second, we propose alternative lines of training that can contribute to cross-training of mass media documentalists in those degree programs to ensure that they acquire the needed skills in critical analysis.

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.