Class History of Communication

It is assumed that, within the scope of human history, a set of communication tools, techniques and protocols have constituted (and constitute) that history itself, both in the way they have altered culture, society and human perception/consciousness, and in the way they define, as artifacts, ways of presenting and accessing that history. From language and writing to computers and cybernetic networks, passing through cameras, the cinematograph, radio and television, all these medialogical devices have determined paradigms of relationship verbal and non-verbal between humans and between humans and the world. This curricular unit seeks to trace the historical evolution of these material ways of configuring communication throughout history, identifying key moments in this course and how they have impacted the way we perceive the world and the construction of social reality.

Not applicable

1. Assumptions of a materialist history of communication 2. Orality The zero degree of communication The ritualization of the world 3. Alphabet and writing "From the magical world of hearing to the neutral world of sight" Writing as order and as pharmakon 4. Book Volumen - codex - volumen The library and the legibility of the world 5. Press From Guttenberg to Luther The foundation of the modern world and the circulation of knowledge 5. Electromagnetism, sound and atmospheric media The distribution of sensible reality at home 6. Photography and Cinema The multiplication of images and the recording of time The rediscovery of the optical and the (new) motifs of reality From the moving image to the moving image 7. Radio and Television The mass media paradigm "Drama for a dramatized society" Newsreels and the first "reports" 8. Computers and the Internet Convergence culture and its impact on journalism DSLRs: video journalism for the web

Presentation and discussion of the programmed subjects, based on selected texts and case studies that illustrate the topics under discussion. Continuous assessment in accordance with the Lusófona University Pedagogical Regulations. In addition, an active methodology will be promoted, on the one hand, placing the student at the center of the learning process, while the teachers assume, idem, a mediating role and, on the other, a heuristic approach. This methodology seeks to unite technology and education, since the virtual world plays an important role in student development, helping with activities and dynamics outside the classroom (studies, exercises and research). This promotes autonomous learning of the content. Examples: i) pre-readings and presentations in class, in order to complement the content presented by the Proefssors; ii) development of practical work with theoretical reflection, such as a video essay and submission of a report

Benjamin, W. (2007). A obra de arte na época da sua possibilidade de reprodução técnica. In A . Ed. e Trad. João Barrento, Assírio & Alvim Bogalheiro, M. (2020). "Para lá dos meios e dos fins: um epítome da ontologia dos media". In Crítica Mediações Totais - Perspectivas expandidas dos media, Ed. M. Bogalheiro. Documenta Chartier, R. (1997). A Ordem dos Livros, Vega Contreras, S. P. (1999). El Periodismo De Los Nuevos Medios: El Cine, El Magazine Y La Radio, In Gómez Mompart, J. L. E Marín Otto, E., SínTesis Historia Del Periodismo Universal Jenkins, H. (2009). Convergence Culture. New York University Press Quinn, S. & Filak, V. (2005). Convergent Journalism, An introduction, Writing and Producing Across Media, Focal Press Kittler, F. (1999). Stanford University Press Gramophone, Film, Typewritter, McLuhan, M. (1972). A Galáxia de Gutenberg, Universidade de São Paulo Valéry, P. (2005) "A Conquista da Ubiquidade". In Revista de Comunicação e Linguagens 34/35. Relógio d'Água