SPECIFICITIES OF KNOWLEDGE SOCIALIZATION THROUGH JOURNALISM: a comparative analysis with the pedagogical practices of formal education

Abstract

Understanding the specificities of the knowledge socialization operated by journalism is the objective of this article. It is assumed that journalism is a form of social production of knowledge in which is inherent a pedagogical dimension, a factor that allows its comparison with school practices. With six predefined categories of analysis and interviews with specialists, comparative tables of similarities and differences were set up between the practices of socialization of knowledge carried out by the agencies of journalism and formal education. The results show that both practices are distinguished in terms of their auditoriums and are close to the communicative contract, expert systems, assigned authority and devices and formats. Any similarities about its purposes need to be relativized, because journalism does not turn to specific learning intention.