Dimens?es comunicacionais [poss?veis] nos cursos de bacharelado em comunica??o organizacional brasileiros

• Ano de defesa: 2023
• Autor(a) principal: Falavigna, Francielle Benett
• Orientador(a): Scroferneker, Cleusa Maria Andrade
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Comunica??o Social
• Departamento: Escola de Comunica??o, Arte e Design
• País: Brasil
• Palavras-chave em Português: Comunica??o Organizacional; Cursos Brasileiros de Comunica??o Organizacional; Dimens?es Comunicacionais; Filosofia da Linguagem; Discurso
• Palavras-chave em Inglês: Organizational Communication; Brazilian Courses in Organizational Communication; Communicational Dimensions; Philosophy of Language; Speech
• Palavras-chave em Espanhol: Comunicaci?n Organizacional; Cursos Brasile?os en Comunicaci?n Organizacional; Dimensiones Comunicacionales; Filosof?a del Lenguaje; Discurso
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::COMUNICACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10765

The research object of our thesis are the Brazilian Bachelor of Organizational Communication courses offered by the Federal Technological University of Paran? (UTFPR) and the University of Bras?lia (UNB). We aim to understand the [possible] communicational dimensions promoted by the curricular experiences of these two Brazilian courses; to investigate, through their discursive productions, how Brazilian Organizational Communication courses understand/comprehend organizational communication; and, discuss the materialization of occurrences (or not) of discursive intention relations that legitimize the construction of the ?I? as a collective (and professional) subject. To meet these objectives, we resorted to the Complexity Paradigm (MORIN, 2000, 2006, 2009, 2011, 2015), to Wolton (2010), to Marcondes Filho (2008) and to Buber's (2001) conceptions of communication and dialogue, to elements of the philosophy of language of the Bakhtin Circle (VOL?CHINOV, 2018; BAKHTIN, 2011, 2014, 2015, 2016, 2019), to the relationship between education and complexity assumed by Morin (2013), to the concept of curriculum as a biopolitical device defended by Foucault (2014) and Silva (2001), for whom curricula are anchored in multiple discourses in which subjects are inserted and to what we call the 'state of the art' of technological communication courses in Brazil, whose institutionalization predates the creation of Bachelor of Organizational Communication courses. Considering the analytical dimensions based on Vol?chinov (2018) and Bakhtin (2011, 2014, 2015, 2016, 2019), we identified that the syllabi of the disciplines analyzed, of the two courses that constitute the object of this research, seem to (re)problematize knowledge, contextualizing knowledge in a contemporary and responsive perspective. Likewise, we observed, as a point of attention, the non-problematization of the predominance of a instrumental communication in the final papers.