Revista Latina

Referees' reports - 2010

This is a rigorous investigation into the past and present of university journalism studies in Brazil, Spain, Portugal and Puerto Rico. The article analyzes the existing records in the education of communicators throughout the 20th century and reviews the different schools and trends in this regard: the culturalist model, the practical-professional model, and the communicative model.

Although the title refers to four countries, the author also reviews the situation of the education of journalists in other countries, both in Latin America (especially Argentina and Mexico) and Europe (particularly Germany and Italy).

The text is an interesting contribution to the state of affairs in full debate on the approach to be given to the education of the future information professional. The Bologna process has enabled the Spanish Faculties of Communication to face an in-depth reflection on the skills to be acquired by journalists during their time at the classrooms.

The author shows that these processes of educational analysis have also occurred in other countries, and draws a very accurate picture of where these studies may be heading to.– José Ignacio Armentia Vizuete, Ph.D. - Professor of Journalism - University of the Basque Country, UPV.

Report: This article is interesting because it gives a broad geographical view of the education of journalists. It not only analyses the situation in Brazil, Spain, Portugal and Puerto Rico, but also places it in an almost global context by taking into account the coexistence of three trends:


-The first, dominant in many European universities and based on the Sociology of Communication, Political Communication, Semiotics and Communication Theory.
-The second, focused primarily on the professional activity and therefore more practical, is typical of schools in the United States.
- The third, tries to find a balance between the previous two, as it happens in the curricula of most Spanish universities.

The USA continues its line while the Spanish and Portuguese universities debate on the model to follow in accordance with the indications of the Bologna Process, favored by the European Union. Most faculties and schools of communication in Latin America, like Brazil and Puerto Rico, try to update their curricula reflecting on the abovementioned models. Thus, Brazil is a little closer to the European model, while Puerto Rico is more identified with the US model.

The author offers an open view of the implementation of the various academic programs for the training of the journalists, by saying that everyone, in varying degrees, has something of each one of the models mentioned above, since the general concern, whatever the geographical scope, is to provide education as efficient as possible.

Based on all this, I believe this article should be published because it not only meets all the required formalities, but also provides interesting and topical content that can serve as a basis for the continuation of the debate, virtually in global scale, on the education of journalists.– Rosario de Mateo, Ph.D. – Chair Professor at the Autonomous University of Barcelona, UAB.

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