A Publicidade e propaganda nas redes sociais como veículos da educação não-formal: um estudo de caso na turma do terceiro ano do curso de licenciatura em Psicologia das Organizações na FACED-UEM

Abstract

This dissertation examines the role of advertising and publicity as a vehicle for non-formal education in a case study of the third-year class of the Degree Course in Organizational Psychology at the Faculty of Education (FACED) of the Eduardo Mondlane University (UEM). The general aim of the research was to analyse the role of advertising and propaganda as vehicles of non-formal education in the learning of students in the third year of the Organizational Psychology course at FACED-UEM. Specifically, the dissertation sought to a) Discuss the potential of non-formal education in student learning based on advertising and propaganda; b) Map the experiences of third-year psychology students at FACED-UEM in relation to advertising and propaganda as part of non-formal education; c) To identify the conceptions of advertising and propaganda as vehicles for non-formal education among third-year students on the Organizational Psychology course at FACED-UEM; d) To examine how advertising and propaganda as a vehicle for non-formal education contributed to promoting learning among third-year students on the Organizational Psychology degree course at FACED-UEM. In this dissertation, the researcher's concerns were guided by the following research problem. In what way are advertising and propaganda seen as vehicles of non-formal education for promoting learning among third-year organizational psychology students at FACED-UEM? In methodological terms, the research was a qualitative and quantitative case study, in which a mixed questionnaire was used as a data collection instrument with a sample of 15 students of both sexes from the third year of the Organizational Psychology degree course at FACED-UEM. The results of the research revealed that advertising and propaganda play a major role in non-formal education, and that as part of non-formal education, students use experiences and strategies from advertising and propaganda contained in digital media in their daily lives. From the students' perspective, there was also an understanding of the concepts and the possibility of a practical approach to learning acquired through advertising and propaganda in their real world as a vehicle for non-formal education. In addition, the majority of students considered this approach to be innovative and an effective form of non-formal education. Therefore, the dissertation proved the potential of advertising and propaganda as effective non-formal education tools to motivate and engage students, promoting a more practical and meaningful approach to non-formal education