Desafios na formação do jornalista diante do cenário de proliferação das fake news

Abstract

The information and communication technologies have provided meaningful changes in the way of the content is produced and shared, which directly affects Journalism. This study addresses the challenges in the training of journalists, especially from the emergence of new media and the proliferation of fake news. The research is supported by Lévy (2017), Santaella (2018 and 2010), Ferrari (2018), D'Ancona (2018), Aparici (2012), Cloutier (2012), Prado (2011), Rodrigues (2009) and Recuero (2009). The general objective of this work is to investigate the university education of journalists in the face of the changes generated by ICT and the proliferation of fake news. Specific research objectives are to analyze the impact of ICT on news production; discuss the production and distribution of fake news; investigate the journalist's university education; characterize the skills that are required of journalists in the face of this new scenario; and to analyze the teaching model adopted by the Journalism Course at the Federal University of Alagoas, especially the relationship with fake news. This research has a qualitative focus, as it seeks to understand the phenomenon analyzed from the perspective of its participants, using their experiences, points of view as a way to subjectively perceive reality. The research strategy adopted is the case study, as this research seeks to understand the phenomenon analyzed through contextual interpretation. The work is developed with professors from the Journalism course at Ufal, at Campus Maceió, and we use as instruments of data collection documentary analysis of the Pedagogical Course Project of Journalism and interviews. The objects of analysis are Resolution CNE/CES nº 1, of September 27, 2013 (BRASIL, 2013), which institutes the National Curriculum Guidelines for the undergraduate course in Journalism and the PCP of Journalism at Ufal (UFAL, 2014), restructured in 2014, with the proposal to adapt to the changes brought by the activity in the 21st century. This work uses semi-structured interviews with teachers of the course in question. The analysis of the research data was divided into stages. Collection of documents and materials and interviews were considered. In the scope of the collection, general observations and focused observations were considered. Within the scope of the analysis, the data and observations collected were compared with the grounded theory. Finally, within the scope of the results, similarities and differences were established between the data collected and the categories were identified, with their meanings and their relationships. In this investigation, physical, logical and content limitations were identified in the course laboratories, deficiencies in the planning for the use of ICT and incompatibilities between what is contained in the PCP and what is presented in the classroom, concluding, therefore, that there are limitations on the approach of some topics such as Post-Truth and fake news.