Professional Contexts

Ficha de unidade curricular - Ano letivo 2018/2019

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Provide the knowledge that enables students to understand, analyze and evaluate the context of the professional culture of social communication and the context of use of the discourses and narratives created by professionals.
Provide the skills to recognize and understand the actors, the structure of their roles, the actions and the characteristics of the interactions established in the performance of professional activities.
Provide the acquisition of organizational skills, planning and implementation of projects.

Syllabus

The program establishes relationship between the scientific area in which is inscribed the media and the professions of that economic activity field. The Professional Contexts are understood as the relationship between the professions of this field and the environment where it develops the activity, but also the situations in which they are perceived. The contents fall into four approaches related to the professional contexts: (1) heuristic (materials, themes and concepts); (2) professional practice (types and communication elements); (3) activities of the media (branches, organization, equipment and technology); and (4) the media professions (areas, jobs, occupations, trades, professions and specializations).

Demonstration of the syllabus coherence with the UC intended learning outcomes

The anthropological language approach of Bronislaw Malinowski and the concepts he coined usage context and cultural context as well as the contributions of John R. Firth, Dell Hymes and Michael AK Halliday for the analysis of the context of use and speech functions allow to articulate the content with the objectives. Articulate the culture of media organizations with contexts, practices and diverse content produced by media. Articulate professional contexts with the social functions aimed at either the discovery and problem solving want the information, education and entertainment, broadcast in different media.

Teaching methodologies

Theoretical and practical classes taught using the lecture method combined with the active method. Complementarity between direct and indirect teaching method. Organize a seminar to provide fieldwork and simulated practice in the context of class to contribute to the establishment of social interactions and the involvement of students in the construction of their knowledge. Promote collaborative work, research and problem solving.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Expository phase intends to assign meaning actively to the contents which are provided for students to learn facts, concepts, rules and procedures and relate them with their cognitive structures. Demonstrative method, participated and supported the use of powerpoint and complemented with a discussion of case studies.
Indirect teaching encourages the involvement of students, providing research, debate workshop that simulates the context of the implementation of procedures and tasks that require content. The know-how is provided by the practice in fieldwork, study visits and mentoring initiatives.

Assessment methodologies and evidences

The starting point is a diagnostic evaluation by multiple choice or interaction in class test. There will be times of formative assessment throughout the semester and summative assessment consists of written work (individual, pairs and group) and practical work in the context of class. The final classification is the average of the marks obtained in the work and participation in activities in class.
The evaluation of students takes place in a continuous process (depending on participation in school activities) or on the possibility of holding a final exam.
The arrangements, products, timing, parameters and evaluation criteria will be communicated to students and dealt with these in the first and second weeks of the semester and formalized in a specific document.

Attendance system

Continuous assessment of students depends on their participation in school activities.
Students who are not covered by the special status (Article 23 of the Frequency and Assessment Regulations) have to participate in 50% of teaching activities.
Control of attendance and punctuality is done by registration in the attendance sheet.

Assement and Attendance registers

Bibliography

Main Bibliography
Albertos, José Luis Martínez (2012). Curso General de Redacción Periodística (5ª ed.). Madrid: Ediciones Paraninfo.
Bourdieu, Pierre (1989). O poder simbólico. Lisboa: Difel.
Bird, S. Elizabeth (2005). The Journalist as Ethnographer? How Anthropology Can Enrich Journalistic Practice. In Rothenbuhler, Eric W. e Coman, Mihai (2005). Media Anthropology (pp.301-308). Thousand Oaks, London e New Delhi: Sage Publications.
César, Orlando (2011). Crianças versus Riscos/ Perigo - Como comunicar. Manual de competências comunicacionais. Lisboa: Comissão Nacional de Protecção das Crianças e Jovens em Risco e Cenjor – Centro Protocolar de Formação Profissional para Jornalistas (editor). In www.cnpcjr.pt/Manual_Competencias_Comunicacionais/default.html
Cantavella, Juan e Serrano, José Francisco, coords. (2004). Redacción para periodistas: informar e interpretar. Barcelona: Editorial Ariel.
Costa, António Firmino (2009 [1986]). A Pesquisa de Terreno em Sociologia. In Silva, Augusto Santos e Pinto, José Madureira, Metodologia das Ciências Sociais (129-148). Porto: Edições Afrontamento.
Cunha, Isabel Ferin (2012). Análise dos Media. Coimbra: Imprensa da Universidade de Coimbra.
Curran, James e Seaton, Jean (2001). Imprensa, Rádio e Televisão. Poder sem responsabilidade. Lisboa: Instituto Piaget.
Ferreira, Virgínia (2009 [1986]. O Inquérito por Questionário na Construção de Dados Sociológicos. In Silva, Augusto Santos e Pinto, José Madureira, Metodologia das Ciências Sociais (165-196). Porto: Edições Afrontamento.
Gomis, Lorenzo (2013). Teoría de los géneros periodísticos (2ª ed.). Barcelona: Editorial UOC.
Hallin, Daniel C. e Mancini, Paolo (2010). Profissionalização. In Hallin, Daniel C. e Mancini, Paolo. Sistemas de Media: Estudo Comparativo. Três Modelos de Comunicação e Política (pp.47-55). Lisboa: Livros Horizonte.
Iturra, Raúl (2009 [1986]. Trabalho de Campo e Observação Participante em Antropologia. In Silva, Augusto Santos e Pinto, José Madureira, Metodologia das Ciências Sociais (149-163). Porto: Edições Afrontamento.
Kapuscinski, Ryszard (2003). Los cinco sentidos del periodista (estar, ver, oír, compartir, pensar). Buenos Aires: Fundación para un Nuevo Periodismo Iberoamericano.
Moura, Paulo (2016). Depois do Fim: Crónica dos Primeiros 25 Anos da Guerra de Civilizações. Amadora: Elsinore (20|20 Editora).
Rodrigues, Maria de Lurdes (2012). Profissões: Lições e ensaios. Coimbra: Almedina.
Rodrigues, Maria de Lurdes (1997). Sociologia das Profissões. Oeiras: Celta Editora.
Schudson, Michael (2005). News as Stories. In Rothenbuhler, Eric W. e Coman, Mihai (2005). Media Anthropology (pp.121-128). Thousand Oaks, London e New Delhi: Sage Publications.
Sousa, Helena, org. (2006). Comunicação, Economia e Poder. Porto: Porto Editora.
Traquina, Nelson (2004). A tribo jornalística. Uma comunidade transnacional. Lisboa: Editorial Notícias.
Vala, Jorge (2009 [1986]). In Silva, Augusto Santos e Pinto, José Madureira, Metodologia das Ciências Sociais (101-128). Porto: Edições Afrontamento.

Complementary bibliography
AAVV (2012) Livro de Estilo da Lusa. Lisboa: Lusa - Agência de Notícias de Portugal.
AAVV (2012). Prontuário Lusa. Lisboa: Lusa - Agência de Notícias de Portugal.
AAVV (2005). Público, Livro de Estilo (2ª ed.). Lisboa: Público – Comunicação Social.
Cunha, Celso e Cintra, Luís F. Lindley (1984). Nova Gramática do Português Contemporâneo (2ª ed.). Lisboa: Edições João Sá da Costa.
Estrela, Edite e Correia, J. David Pinto (1999). Guia Essencial da Língua Portuguesa para a Comunicação Social (2ª ed.). Lisboa: Editorial Notícias.
Lopes, Ana Cristina Macário e Rio-Torto, Graça (2007). Semântica. Lisboa: Editorial Caminho.
Mateus, Maria Helena Mira et al. (2003). Gramática da Língua Portuguesa (5ª ed.). Lisboa: Editorial Caminho.
Ricardo, Daniel (2003). Ainda bem que me pergunta: Manual de escrita jornalística. Lisboa: Editorial Notícias.