Narrativas hipertextuais na educação superior: uma proposta didática para o ensino de jornalismo multimídia

• Ano de defesa: 2019
• Autor(a) principal: MONTEIRO, Jean Carlos da Silva
• Orientador(a): RODRIGUES, Sannya Fernanda Nunes
• Banca de defesa: RODRIGUES, Sannya Fernanda Nunes , BOTTENTUIT JUNIOR, João Batista , WUNSCH, Luana Priscila
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
• Departamento: DEPARTAMENTO DE SOCIOLOGIA E ANTROPOLOGIA/CCH
• País: Brasil
• Palavras-chave em Português: Sociedade da informação; Tecnologias de informação e comunicação; Narrativas hipertextuais; Educação superior; Ensino de jornalismo
• Palavras-chave em Inglês: Information society; Information and communication technologies; Hypertextual narratives; Higher education; Teaching journalism
• Área do conhecimento CNPq: Métodos e Técnicas de Ensino
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/2620

The advance of Globalization from web 2.0 and Information and Communication Technologies began to influence journalism writing, as well as impact production processes, transmission and News consumption. Not only did these changes occur in the professional setting, but also in future journalists’ academic training. Due to need for multimedia professionals, the journalism major underwent several curricular modifications to improve classroom content regarding new trends in the work world. Against this backdrop, the possibility emerged to work with Hypertextual Narratives as a didactic and pedagogical proposal students know how to deal with variety and quantity of information technological resources produced in the field. As such, this study investigated Hypertextual Narratives as a didactic proposal in the learning process of 40 3rd year Journalism students at the college, Faculdade Estácio, in the city of São Luís – Maranhão, via exploratory research involving a Mediated Learning Experiment. A literature review was done on 21st century Culture and Society, Higher Education in Brazil and 21st century Competencies, 21st century Journalism teaching (which even involved documentary research on curricular changes and new learning scenarios for journalists) and a Systematic Literature Review that aimed to identify studies, during the period 2005 – 2017, which deal with use of Hypertextual Narratives in Higher Education to theoretically substantiate this research experiment. It was observed that Hypertextual Narratives foster collaborative interaction and construction in the classroom in addition to developing competencies and skills for writing, reading, interpreting texts, hypertexts and dealing with Technologies in the current Convergence Era that society has witnessed.