Professional identity and journalism education in the postmodern context
DOI:
https://doi.org/10.5212/PraxEduc.v.20.25700.105Abstract
This essay examines the transformations of liquid modernity that are reshaping journalists’ professional identity and proposes alternatives for the educational process. The structural uncertainties of journalism, intensified by communication and information technologies and by labor precarity, are interpreted through a Baumanian framework. Ongoing changes in formats, dissemination channels, and reader participation directly impact professional identity. This scenario demands a review of the definitions of teaching and learning, methodology, and curricular principles that guide journalism education. In a context of fluid identities, continuous learning highlights the centrality of tertiary learning associated with problem-posing methodologies, rhizomatic and narrative curricula. Education thus moves away from linear transmission and becomes an open, complex, and interdisciplinary system, guided by mediations, ruptures, and reorganizations capable of sustaining critical and ethical competencies and the social commitment of contemporary journalism.
Keywords: Liquid modernity. Journalistic education. Tertiary learning.
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