Educative intentionality in FM broadcasting: a radiophonic challenge

Authors

  • Lígia Beatriz Carvalho de Almeida Universidade do Sagrado Coração

DOI:

https://doi.org/10.11606/issn.2316-9125.v13i1p83-90

Keywords:

educative radio, cultural paradigm, radio programming, FM radio, regional media.

Abstract

This article describes those who can apply for a permission to administrate Brazilian educative radio stations, the contents to be broadcasted, which actors control the FM band and the paradigms present in the relationship between the listener and the FM station. Is related the experience of author as a programming coordinator in a regional educative FM radio station, showing how the programming profile was defined, which were the criterions to hire the employees and their
training processes, how extension projects were designed. The experience reveals that is possible to please the audience
and make the programming meet the educational needs of the public. Political and financial interests in Brazil manipulating
the medium are responsible for blocking the development of public broadcasting and the citizen’s needs for educational
programs.

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Author Biography

  • Lígia Beatriz Carvalho de Almeida, Universidade do Sagrado Coração
    Mestra em Comunicação Midiática pela Universidade Estadual Paulista. Professora da Universidade do Sagrado Coração.

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Published

2008-04-30

Issue

Vol. 13 No. 1 (2008): O trânsito entre culturas e as práticas de comunicação e educação

Section

Practice

License

I authorize the publication of the submitted article and soon the copyrights to the magazine, in the printed and electronic version, if it is approved after the evaluation of the reviewers.

I understand that readers may use this article without prior request, provided the source and authorship are mentioned. Readers are not authorized to use this article for reproduction, in whole or in part, for commercial purposes.

How to Cite

Almeida, L. B. C. de. (2008). Educative intentionality in FM broadcasting: a radiophonic challenge. Comunicação & Educação, 13(1), 83-90. https://doi.org/10.11606/issn.2316-9125.v13i1p83-90