Publication: Actividades desarrolladas por la prensa española para el fomento de la lectura y promoción de periódicos entre los estudiantes de secundaria (2007-2015)
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2016-06
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Universidad Complutense de Madrid
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Abstract
El interés de los medios por acercarse al mundo educativo fue significativo en los años 80 del siglo pasado cuando varios diarios comenzaron a realizar actividades destacadas que conectaban el periodismo y las aulas. Además, en 1985, la Asociación de Editores de Diarios Españoles (AEDE) y el Ministerio de Educación lanzaron una iniciativa denominada “Programa Prensa-Escuela” que concluyó en 1990. En la actualidad, algunos de esos proyectos pioneros, como “La Voz de la Escuela” o “Ideal en Clase”, siguen adelante, junto a otros que, posteriormente, han ido engrosando el abanico de posibilidades periodístico-escolares para el alumnado, el profesorado y, en menor medida, los padres. En la presente Tesis doctoral se ha llevado a cabo una revisión de la bibliografía en torno al término “programa prensa-escuela”, que no obedece a la misma idea gestada en el Programa de 1985. Por este motivo, se ha propuesto una conceptualización inédita de los proyectos agrupados bajo esa etiqueta, atendiéndose a la trayectoria de cada uno de los que se ajustan a la nueva definición. Con el ánimo de concretar qué programas existen en el 2015, se ha recabado información de las 48 cabeceras con mayor tirada en España, para después estructurar esos datos y presentar las actividades que los periódicos desarrollan entre el alumnado de Educación Secundaria. Posteriormente, se sientan las bases de un futuro análisis de contenido mediante la descripción de los suplementos escolares de La Voz de Galicia y El País, de notable relevancia y que dan cuenta de la coexistencia de diferentes perspectivas de la función de la prensa en la educación. Brevemente, se ha considerado también la relación de estas iniciativas con otras de diferentes países, haciendo hincapié en sus similitudes y sus objetivos pedagógicos. De esta manera, se ha logrado dar testimonio de las líneas metodológicas por las que se rigen las múltiples actividades, lo que, finalmente, ha conducido a abordar el papel del profesorado y algunas valoraciones de éstos sobre los proyectos. Por último, se han aportado unas indicaciones de mejora, donde han quedado reflejados los diversos aspectos previamente analizados.
The media's interest approaching the educational world was significant in the 1980s when several newspapers began to develop outstanding activities that were connecting journalism and classrooms. Moreover, in 1985, the Publishers' Association of Spanish Dailies (AEDE) and the Ministry of Education launched an initiative named "The Press-School Programme," that concluded in 1990. At present, some of these pioneering projects, such as “La Voz de la Escuela” or “Ideal en Clase,” continue forward, together with others that, later, have been increasing the range of journalisticschool possibilities for the student body, faculty, and, to a minor extent, parents. The present doctoral thesis evaluates the bibliography concerning the term "pressschool programmes," that does not follow the same idea created in the program of 1985. For this reason, we propose anunpublished conceptualization of the projects grouped under this label, paying attention to the trajectory that each one of those that adjusts to the new definition. With the intention of certifying what programs exist in 2015, we obtained information from the governing boards of Spain's top forty-eight major periodicals, later to structure this information and to present the activities that the newspapers carry out among the student body of secondary education. Afterwards, we lay the foundations of a future content analysis by means of the description of the school supplements of “La Voz de Galicia” and “El País” newspapers, of notable relevancy, which realize of the coexistence of different perspectives of the function of the press in education. We have also briefly considered these initiatives in relation to similar foreign programmes, concentrating on their pedagogical objectives and similarities. By doing so, we are able to give testimony of the methodological lines by which the multiple activities are ruled, which, finally, lead to the faculty's role and some their evaluations of the projects. Finally, we suggest a few areas of improvement, particularly where the previously analyzed diverse aspects are reflected.
The media's interest approaching the educational world was significant in the 1980s when several newspapers began to develop outstanding activities that were connecting journalism and classrooms. Moreover, in 1985, the Publishers' Association of Spanish Dailies (AEDE) and the Ministry of Education launched an initiative named "The Press-School Programme," that concluded in 1990. At present, some of these pioneering projects, such as “La Voz de la Escuela” or “Ideal en Clase,” continue forward, together with others that, later, have been increasing the range of journalisticschool possibilities for the student body, faculty, and, to a minor extent, parents. The present doctoral thesis evaluates the bibliography concerning the term "pressschool programmes," that does not follow the same idea created in the program of 1985. For this reason, we propose anunpublished conceptualization of the projects grouped under this label, paying attention to the trajectory that each one of those that adjusts to the new definition. With the intention of certifying what programs exist in 2015, we obtained information from the governing boards of Spain's top forty-eight major periodicals, later to structure this information and to present the activities that the newspapers carry out among the student body of secondary education. Afterwards, we lay the foundations of a future content analysis by means of the description of the school supplements of “La Voz de Galicia” and “El País” newspapers, of notable relevancy, which realize of the coexistence of different perspectives of the function of the press in education. We have also briefly considered these initiatives in relation to similar foreign programmes, concentrating on their pedagogical objectives and similarities. By doing so, we are able to give testimony of the methodological lines by which the multiple activities are ruled, which, finally, lead to the faculty's role and some their evaluations of the projects. Finally, we suggest a few areas of improvement, particularly where the previously analyzed diverse aspects are reflected.
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias de la Información, Departamento de Periodismo III (Teoría General de la Información), leída el 18-12-2015