O habitus da criação publicitária e uma proposta de ensino aprendizagem

• Ano de defesa: 2026
• Autor(a) principal: Souza, Mondini Ozorio de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Comunicação; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Ensino de publicidade; Subcampo da criação publicitária; Habitus publicitário; Processos criativos; Pesquisa-ação; Advertising education; Subfield of advertising creation; Advertising habitus; Creative processes; Action research; Enseñanza de la publicidad; Subcampo de la creación publicitaria; Habitus publicitario; Procesos creativos; Investigación-acción; CNPQ::CIENCIAS SOCIAIS APLICADAS::COMUNICACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/38613

This research is based on an observation of the teaching-learning process in advertising creation, taking into account its multiple contexts, challenges, and perspectives on teaching practices, student development, and professional practice. Based on these elements, we set out to investigate: How are the teaching, student, and professional habitus constituted in the teaching-learning process, considering the subfield of advertising creation? To answer this question, our objective is: To assess how the student, teaching, and professional habitus of advertising creators are constituted. To guide this inquiry, we have organized our work into four sections. The first section describes our initial steps, including our research motivations, research question, and objectives. The second section focuses on our theoretical framework, which addresses the concepts of “field” and “advertising habitus.” We also introduce a third concept—related to creativity—in which we discuss its foundations, how advertising creation is characterized, and whether it can be taught. Section three addresses our methodological protocols, a qualitative study that employs action research as its strategy. This section is divided into two subsections: the first consists of a set of 20 interviews, in which we spoke with ten faculty members and ten professionals in the field of advertising creation from each region of the country, respectively, to explore issues related to the teaching of this discipline, as well as routines and practices in the industry. The second subsection is the central part of our research, in which we carried out a teaching intervention using action research based on its three stages: planning, implementation, and evaluation (Tripp, 2005). We developed a teaching-learning proposal with all the necessary resources for its implementation with 19 students in the advertising program at UFSM, along with a unique creative process. Organized into groups, the students worked collaboratively to develop advertising projects in order to answer our research questions and examine how students’ advertising habitus is formed during the teaching-learning process. The final section consists of a description of our results. First, we divided the response to our thesis into three considerations, presenting how the teaching, student, and professional habitus are constituted; then we addressed the student habitus based on the experiment conducted. Our analyses point to a proposal for a relational and interconnected network of habitus within the subfield of advertising creation. This network reveals a structure of mutual influence, in which market-driven forces and new socio-technological demands create tensions in the training of future professionals within the teaching-learning process.