EduComunicar para a formação integral na Sociedade da Infodemia

Laburpena

This thesis deepens the studies on Educommunication, as a theory and practice developed in Latin America and understood as a proposal for integral formation, capable of giving concrete answers to the challenges that society places before educational processes, in contemporary times, among which the impact, on educational processes, of the excess production and circulation of information produced without professional verification criteria, in a phenomenon identified as Infodemia. Faced with such a context, the hypothesis raised is that Educommunication, as a guiding paradigm for the creation and development of communicative ecosystems that favor dialogue and the protagonism of educational subjects, represents an effective response to training processes that aim at (I) the integrality and multidimensionality of the person and (II) solidary community development, committed to collective well-being. In order to verify this hypothesis, it was decided to analyze the commitment of the schools in the Rede Salesiana Brasil with the reference of Educommunication, considering the pedagogical intention of the Salesian work, in the Latin American continent, in adopting the concept as a transversal action incorporated to the everyday practice, from the beginning of the 21st century. The proposal involved an investigation focused on the complexity of the schools’ educommunicative ecosystems, involving more than 1,600 people. Therefore, the methodology used adopted the data triangulation. In this way - through different techniques worked with different groups from different regions of Brazil, with special attention to the singularities of each reality - a broad diagnosis was reached on how Educommunication has been applied and experienced in Salesian educational contexts in Brazil. The research results indicated that, during the time it was carried out, the Infodemia had an effective power to directly impact the school routine but, on the other hand, its effects were counterbalanced according to the depth of the educommunicative work developed in each community. For the good performance of the Salesian proposal in the future, it is concluded that each school needs to act in a dialogical way, not only with the students, but also with the families and institutions that contribute to the formation of public opinion. That is, when educommunicative proposals are able to go beyond the school walls and interact with the territory in which they are located.