SIGNIS Brazil articulates the Educommunication and Research sector

Communicators and educators

The formation area is one of the fronts that Catholic communication organizations in Brazil (UNDA / Br, OCIC / Br, UCBC) have carried out over the years, seeking to prepare people pastorally and professionally for their evangelizing mission. for different performances in the media. such as radio, film and video, print and in the education of the critical sense, both of producers and interlocutors.

SIGNIS, internationally, in its performance in different fields, has an area that refers to Communication Education with the GLOBAL NETWORK FOR MEDIA EDUCATION (RGEM) platform, which can be accessed at www.signismedudesk.org

In Brazil, together with the SIGNIS Rádio, SIGNIS TV, SIGNIS Impressos, SIGNIS Jovem sectors, the SIGNIS Research and Communication Sector is being organized. The objective is to awaken and strengthen the Communication Education that the Association carries out through its members in different spaces: in actual training in its training centers, teaching and research performance in universities, schools, training of professionals in the communication. , as well as in the field of the production and dissemination of messages in the most diverse genres, media and platforms.

Understanding Educommunication

Hearing the expression Educommunication, many people think and refer to the concept of formal education, that is, school. However, the experience of being educators as communicators can and does happen in informal education spaces, as is the case of communication through the media in different languages, which marks SIGNIS Brazil. We all know from experience that when designing a media product, there is an intention to train, educate people, inspire the practice of values ​​and solidarity and citizen actions, in addition to the fact that the media are opinion-formers.

The word Educommunication is a neologism that unites education and communication and is understood as a guiding paradigm or model for social, educational and communication practices that aim to create and strengthen open and democratic communication ecosystems in educational and communication spaces. Therefore, in the production of communication, there is an intention to educate people in view of values. In its communication documents, the Church insists on the formation of authors, producers, recipients and mentions formal spaces such as schools, universities such as education for "the correct use of social networks for different ages," according to the Council decree. Vatican II Inter mirifica [1] , in numbers 15 and 16.

Education also includes the aspect of participation, shared and supportive management of communication resources, their languages ​​and technologies, which leads to the strengthening of the role of social subjects and the consequent practical exercise of the universal right to expression. One of the characteristics of Educommunication is the training of the interlocutor subject, whether a student, pastoral agent or communication professional, so that they can appropriate theoretical and practical knowledge and can act in favor of communication in their environment and in accordance with their reality and culture.

The educommunicative practice is developed in the Communication and Education interface and constitutes an area that dialogues with the different realities, among them, communication and environment, communication and health, among others. These practices occur daily, both at school and in the production of programs in the most diverse genres.

A communicator who educates

Educommunication, therefore, consists of socio-educational-communicational practices, whose objective is to create and strengthen open democratic communication ecosystems in various spaces, with shared management and support for communication resources, through languages ​​and technologies. The idea is to strengthen the role of social subjects in practices. According to the communicator and educator, Mário KAPLÚN (1988), there is no community development if the groups do not undertake a process of exchanging ideas and opinions, and communication is the channel that strengthens these actions in a democratic process of participatory dialogue. In this author's perspective,

All democratic communication begins by addressing people, starting with them and their reality (...) placing the receiver not only at the end of the scheme, but also at the beginning: originating the messages, inspiring them, as a source of pre-feeding (.. .) collect the experiences of the recipients, select them, order them and organize them and, in this way, structure them, return them, so that they can make them aware, analyze and reflect them (...). When the message is spread, the collective subject can recognize itself in it, identify with it, despite the fact that they are other actors and not the protagonist who gives life to the story. He is, in some way, co-author of the message: he begins to be "emirec". (KAPLÚN, 1998, p.78-79) [2] .

The word "emirec" comes from the union "sender and receiver", first coined by the Canadian Jean Cloutier, and then by KAPLÚN, to reinforce the idea that the human being is not passive in front of the received message, interferes, modifies , questions and remakes from its own context.

Therefore, from the perspective of educommunication, it is up to the communicator-educator to develop empathy, that is, put yourself in the other's place, value their qualities and allow democratized communication, where everyone is active. In Brazil there are several organizations that work from the perspective of shared sharing, they are people who understand that knowledge is acquired in the process of sharing knowledge, through dialogical communication, which allows reflection and the strengthening of critical awareness of everyone involved.

Educational experiences among the members of SIGNIS Brazil

One of the actions planned by the SIGNIS Brazil Educommunication and Research sector is to map the existing experiences that contain the elements of Educommunication among them: the participatory process, educational intent, teamwork in management and implementation, reflection criticism against the media productions, valuing the human being as the subject of the communication process.

The objective is to identify, reflect and disseminate actions that can witness an experienced communication with human, Christian and citizen values ​​that awaken solidarity, put themselves at the service of life and peace.

Search for

The newest group from SIGNIS Brazil expands the area of ​​Educommunication, including research, with the aim of gradually and always bringing together researchers, teachers and communication professionals interested in other areas of scientific research, with special interest in vehicles and projects. . and communicative experiences that fulfill the entity's central purposes, synthesized in its mission: communication for a culture of peace. Furthermore, Educommunication & Research from SIGNIS Brazil wants to be a space for all communication researchers who share ethical values ​​and believe in research work as a fundamental contribution to rethink the quality of communication production. In this sense, it is also part of its purposes to build exchange channels with other entities and research groups in the area of ​​communication in Brazil and internationally, to deepen and give greater visibility to their projects, both in the academic field and in the market. media.

[1] Inter mirifica (among wonders), Decree of the Second Vatican Council on the media. São Paulo: Paulinas, 1965. It was approved on December 4, 1963.

[2] KAPLÚN, Mario. Communication between groups: the Cassete-Foro method. Buenos Aires: Humanitas, [sd] . 1988.
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