TV universitária como ensino, pesquisa e extensão: 45 anos da experiência brasileira

In Brazil, the first college television station was launched in 1967. Nowadays, there are over than 150 university stations broadcasting. The country also has an unprecedented global mobilization regarding the exchange of programming, networking and representative political activity . This article proposes to describe the profiles of these stations, the path and its institutionalization within the university. It also evaluates how the “tripod” ( teaching, research and extension), required to brazilian institutions of higher education, affects those college stations . It aims to demonstrate how the brazilian examples, in its various aspects, can be reproduced - or avoided. Finally, a series of new perspectives and challenges are presented, as well the proposals for addressing them.A primeira televisão universitária no Brasil surgiu em 1967. Hoje são mais de 150 espalhadas pelo país que também tem uma inédita mobilização mundial no que tange ao intercâmbio de programação, estabelecimento de redes e atividade política representativa. Este artigo propõe descrever os perfis destas emissoras, o caminho percorrido e sua institucionalização dentro da própria universidade – em conformidade – ou não -com o tripé exigido às instituições de ensino superior brasileiras: o do ensino, pesquisa e extensão. O objetivo é demonstrar de que maneira os exemplos brasileiros, em seus vários aspectos, podem ser reproduzido – ou evitado. Por fim, uma série de novas perspectivas e desafios, assim como propostas para enfrentá-los. University TV as education, research and extension: 45 years of experience in BrazilAbstract: In Brazil, the first college television station was launched in 1967. Nowadays, there are over than 150 university stations broadcasting. The country also has an unprecedented global mobilization regarding the exchange of programming, networking and representative political activity . This article proposes to describe the profiles of these stations, the path and its institutionalization within the university. It also evaluates how the “tripod” ( teaching, research and extension), required to Brazilian institutions of higher education, affects those college stations . It aims to demonstrate how the Brazilian examples, in its various aspects, can be reproduced - or avoided. Finally, a series of new perspectives and challenges are presented, as well the proposals for addressing the