This article derives from the vivid debate on a blog about journalism education. That discussion has raised several key questions about the ideal path to enter the journalism career, one of the most challenging crafts. Journalism is suffering a sustainability crises, amplified by digital technology, and concurrently the academia's uncertainty. Communication science has been granted academic status for almost four decades now, but journalism, one of its most noble fields, still struggles to find its place.

Radio, and in particular the radio journalism, is going through a period of changes resulting from the emergence of a communication paradigm dominated by technology and Internet. Radio journalists are facing new practices, routines and modes of production, generating challenges also in terms of their own training. In this context, what role is reserved for a degree in journalism and in particular, what is the space for radio journalism in this training? This article aims to contribute to a reflection about the path that is being followed in Portugal in relation to higher education in radio journalism.

The digital context leads Journalism to reconfigurations not only in media context, but also in classrooms, where teachers develop actions dedicated to promoting the adherence of teaching to reality. The existence of these initiatives motivated this study that analyses the inclusion of the convergence phenomenon in Radio Journalism education in Portugal and Brazil. The methodological model of case studies is used involving the disciplines "Atelier de Jornalismo Radiofónico", from Journalism branch of the Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa (FCSH/UNL), and "Radiojornalismo e Projetos em Rádio", from Journalism course of the Departamento de Jornalismo e Editoração da Escola de Comunicações e Artes da Universidade de São Paulo (CJE-ECA / USP). It was noted in the study the adoption of activities that highlight the technological convergence, in the Portuguese case, and the content convergence, in the Brazilian case, showing approximation ofpedagogical actions to the practice of Radio Journalism.

Following signs of a "future shock" in media and journalism higher educationin Portugal, this article identifies the problem of a "broken middle" between the classroom, research units, local communities and the industry. As a place and as a culture, the experimental laboratory, here represented by iNOVA Media Lab, is portrayed as a "trading zone" operating "boundary objects". It is proposed that this hybrid organizational type is thus geared to translation practices. A renewed social role is assigned to the University: to embody a trusted intermediary.

In the digital convergence era, professionals are required to have new information competences. Today, as far as television journalism is concerned, journalists perform functions/ tasks, such as news video editing, that not long ago were only carried out by highly qualified professionals. Faced with this reality, higher education institutions, universities and polytechnics, which prepare future journalists, must respond to new educational needs. Thus, through this article, we intend to put forward some recommendations inthe teaching field of news video editing that can lead to an improvement in the performance of future television journalists carrying out this function/task.

The association between journalism and the Internet generates a new communication process which once again enables the public sphere reconfiguration, using digital public interaction as its pattern. Due to their identity, local communities could facilitate digital communication process promoted by their own media. Nevertheless, it's crucial that a strategic alliance should be carried out by the Academy, involving its host communities, developing journalism education plans that overtake parochialism, which usually distinguishes local geographies.