This dissertation focuses on Social Communication / Journalism training with special
attention to the Northern Region of Brazil. The general objective is to analyze how the
pedagogical projects of the federal universities are organized after the adoption of the new
curricular guidelines in 2013. In order to reach this goal we have established three specific
paths: to describe elements that have been renounced and adopted in PPCs based on the
guidelines of the new guidelines, identify how the instrumentalization of the supervised
internship was made and establish relationships among the new curricula to find the directions
that they point out. In order to achieve these objectives, we use bibliographical and
documentary research with qualitative and quantitative approaches. We also used content
analysis techniques (BARDIN, 1977) to examine the data collected. The treatment of this data
was done through Iramuteq software, which was developed with open license and is freely
available for download on the internet. In addition to this software we use other programs to
obtain information about the teaching production at the undergraduate and graduate levels
between the years 2015 and 2017. When we are faced with some difficulty to access a
particular document we use mechanisms of the Law of Access to Information. The results
presented also have interviews with coordinators / vice coordinators of the courses that
modified their pedagogical projects until 2017. The results of this research are divided into
two parts. In the first one, the analyzes of the federal universities of Acre, Amapá, Rondônia,
Roraima and Tocantins are presented, which modified their curricula until 2017. Next we
present an analysis about the federal universities of Amazonas and Pará, that until the closing
of the data collection had changed their projects, but to fulfill the general objective of this
research to demonstrate how the pedagogical projects are organized, we carry out this
complementary analysis. The hypotheses of this research were partially refuted and we
conclude that the objective of adding new knowledge to the Communication research that is
done in the North Region was reached. The results of universities that have modified their
curricula have pointed out that there is a greater redirection to journalism and its theories and
practices in new pedagogical projects. However, there is no shortage of places for the
supervised internships and in the training course there is an important percentage of the
workload devoted to the practice and daily routine of journalism.
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