Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic
Objectives: Explore the iconographic trends that have shaped the communicative, scientific and pedagogical uses and intentions of images and illustrations in school contexts, starting with the first didactic book published at the beginning of modernity, 17th century, until the implementation of virt...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16716 |
| _version_ | 1801706230223208448 |
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| author | Quintero Corzo, Josefina Munévar Quintero, Fabio Ignacio Infante Castaño, Gloria Esperanza |
| author_facet | Quintero Corzo, Josefina Munévar Quintero, Fabio Ignacio Infante Castaño, Gloria Esperanza |
| author_sort | Quintero Corzo, Josefina |
| collection | OJS |
| description | Objectives: Explore the iconographic trends that have shaped the communicative, scientific and pedagogical uses and intentions of images and illustrations in school contexts, starting with the first didactic book published at the beginning of modernity, 17th century, until the implementation of virtual pedagogies during the COVID-19 pandemic period in the 21st century.
Method: Historiographical documentary analysis of primary and secondary sources based on iconographic contents by periods and eras of change. Lessons, demos and interviews were conducted through virtual platforms enabled during school periods in times of pandemic and post-pandemic.
Originality/contribution: The images and languages illustrated in printed and virtual educational materials constitute a significant historical testimony to communicate, interpret, read, decipher codes and learn in certain spaces, times and intentions. The first illustrated book designed at the beginning of modernity marked the genesis of active pedagogies in terms of learning the first letters. The use of images adapts to the possibilities of technological developments and stimulates the intellectual abilities of teachers and students in each era.
Conclusions: The incorporation of images in educational contexts is a contribution of active pedagogies. The thematic structure that makes up the iconic teaching materials in elementary schools expands to other curricular areas and to other advanced levels of the educational process. Images carry intentions that help stimulate scientific skills such as observing, imitating, discovering, ideating, representing objects and reconstructing situations in the natural context, while leading to the investigation and construction of concrete or abstract concepts. Currently, the contribution of images is evident given the profuse advancement of media resources, which are becoming essential for communities of the present and the future that learn in both spaces, face-to-face and virtual, just as happened in times of the pandemic caused by COVID-19. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-16716 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2023 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-167162023-12-14T16:03:25Z Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic Intencionalidad comunicativa, científica y pedagógica de la imagen: desde el primer libro ilustrado hasta los materiales interactivos en Pospandemia COVID-19 Intenção comunicativa, científica e pedagógica da Imagem: desde o primeiro livro ilustrado até os materiais interativos na pospandemia COVID-19 Quintero Corzo, Josefina Munévar Quintero, Fabio Ignacio Infante Castaño, Gloria Esperanza Imagen ilustraciones impresas y virtuales pandemia pedagogías activas primeras letras Image printed and virtual illustrations pandemic active pedagogies first letters. Imagem ilustrações impressas e virtuais pandemia pedagogias ativas primeiras letras Objectives: Explore the iconographic trends that have shaped the communicative, scientific and pedagogical uses and intentions of images and illustrations in school contexts, starting with the first didactic book published at the beginning of modernity, 17th century, until the implementation of virtual pedagogies during the COVID-19 pandemic period in the 21st century. Method: Historiographical documentary analysis of primary and secondary sources based on iconographic contents by periods and eras of change. Lessons, demos and interviews were conducted through virtual platforms enabled during school periods in times of pandemic and post-pandemic. Originality/contribution: The images and languages illustrated in printed and virtual educational materials constitute a significant historical testimony to communicate, interpret, read, decipher codes and learn in certain spaces, times and intentions. The first illustrated book designed at the beginning of modernity marked the genesis of active pedagogies in terms of learning the first letters. The use of images adapts to the possibilities of technological developments and stimulates the intellectual abilities of teachers and students in each era. Conclusions: The incorporation of images in educational contexts is a contribution of active pedagogies. The thematic structure that makes up the iconic teaching materials in elementary schools expands to other curricular areas and to other advanced levels of the educational process. Images carry intentions that help stimulate scientific skills such as observing, imitating, discovering, ideating, representing objects and reconstructing situations in the natural context, while leading to the investigation and construction of concrete or abstract concepts. Currently, the contribution of images is evident given the profuse advancement of media resources, which are becoming essential for communities of the present and the future that learn in both spaces, face-to-face and virtual, just as happened in times of the pandemic caused by COVID-19. Objetivos: Explorar las tendencias iconográficas que han configurado los usos e intencionalidades comunicativas, científicas y pedagógicas de las imágenes e ilustraciones en contextos escolares desde el primer libro didáctico editado a comienzos de la modernidad, siglo XVII, hasta las pedagogías virtuales durante el período de pandemia COVID-19 en el siglo XXI. Método: Análisis documental historiográfico de fuentes primarias y secundarias a partir de contenidos iconográficos por períodos y épocas de cambio. Se analizaron lecciones, demostraciones y entrevistas mediante plataformas virtuales desplegadas durante los períodos escolares en tiempos de pandemia y pospandemia. Originalidad/aporte: las imágenes y lenguajes ilustrados que contienen los materiales educativos impresos y virtuales constituyen un testimonio histórico significativo para comunicar, interpretar, leer, descifrar códigos y aprender en determinados espacios, tiempos e intencionalidades. El primer libro ilustrado diseñado a comienzos de la modernidad marcó la génesis de las pedagogías activas en cuanto al aprendizaje de las primeras letras. El uso de las imágenes se va adaptando a las posibilidades de los desarrollos tecnológicos y estimulan las habilidades intelectuales de maestros y estudiantes en cada época. Conclusiones: La incorporación de imágenes en los contextos educativos es un aporte de las pedagogías activas. La estructura temática que configura los materiales didácticos icónicos en las escuelas elementales se expande a otras áreas curriculares y a otros niveles avanzados del proceso educativo. Las imágenes conllevan intencionalidades que ayudan a estimular habilidades científicas para observar, imitar, descubrir, crear ideas, representar objetos y reconstruir situaciones del contexto natural, a la vez que conducen a la investigación y construcción de conceptos concretos o abstractos. Su aporte es evidente en los tiempos actuales cuando los recursos mediáticos avanzan significativamente y son imprescindibles para las comunidades del presente y del futuro que aprenden en espacios presenciales y virtuales, tal como sucedió en tiempos de la pandemia ocasionada por el COVID-19. Objetivos: Explorar as tendências iconográficas que têm moldado os usos e intenções comunicativas, científicas e pedagógicas das imagens e ilustrações em contextos escolares desde o primeiro livro didático editado no início da modernidade, século XVII, até as pedagogias virtuais durante o período da pandemia COVID-19 no século XXI. Método: Análise documental historiográfica de fontes primárias e secundárias baseadas nos conteúdos iconográficos por ciclos e épocas de mudança. Foram analisadas aulas, demonstrações e entrevistas por via de plataformas virtuais desbordadas durante os períodos letivos em tempos da pandemia e pós-pandemia. Originalidade/contribuição: as imagens e linguagens ilustradas contidas nos materiais educativos impressos e virtuais constituem um testemunho histórico significativo para comunicar, interpretar, ler, desvendar códigos e aprender em determinados espaços, tempos e intenções. O primeiro livro ilustrado desenhado no início da modernidade marcou a génese das pedagogias ativas no que diz respeito à aprendizagem das primeiras letras. O uso de imagens vai se adequando às possibilidades dos desenvolvimentos tecnológicos e estimulam as habilidades intelectuais de professores e alunos em cada época. Conclusões: A incorporação de imagens nos contextos educativos é uma contribuição das pedagogias ativas. A estrutura temática que configura os materiais didáticos icônicos nas escolas de ensino elementar espalha-se a outras áreas curriculares e a outros níveis avançados do processo educativo. As imagens carregam intenções que ajudam a estimular habilidades científicas para observar, imitar, descobrir, criar ideias, representar objetos e reconstruir situações do contexto natural, ao mesmo tempo que guiam à investigação e construção de conceitos concretos ou abstratos. Sua contribuição é evidente nos tempos atuais nos quais os recursos midiáticos avançam significativamente e são essenciais para as comunidades do presente e do futuro que aprendem em espaços presenciais e virtuais, como aconteceu em tempos da pandemia causada pelo COVID-19. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2023-02-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16716 10.19053/01227238.16716 Revista Historia de la Educación Latinoamericana; Vol. 25 No. 40 (2023): Elizardo Pérez (1892- 1980); 207-231 Revista Historia de la Educación Latinoamericana; Vol. 25 Núm. 40 (2023): Elizardo Pérez (1892- 1980); 207-231 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16716/13703 Copyright (c) 2023 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Imagen ilustraciones impresas y virtuales pandemia pedagogías activas primeras letras Image printed and virtual illustrations pandemic active pedagogies first letters. Imagem ilustrações impressas e virtuais pandemia pedagogias ativas primeiras letras Quintero Corzo, Josefina Munévar Quintero, Fabio Ignacio Infante Castaño, Gloria Esperanza Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title | Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title_alt | Intencionalidad comunicativa, científica y pedagógica de la imagen: desde el primer libro ilustrado hasta los materiales interactivos en Pospandemia COVID-19 Intenção comunicativa, científica e pedagógica da Imagem: desde o primeiro livro ilustrado até os materiais interativos na pospandemia COVID-19 |
| title_full | Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title_fullStr | Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title_full_unstemmed | Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title_short | Communicative, scientific and pedagogical intentionality of the image: from the first illustrated book to interactive materials in the COVID-19 Post-pandemic |
| title_sort | communicative scientific and pedagogical intentionality of the image from the first illustrated book to interactive materials in the covid 19 post pandemic |
| topic | Imagen ilustraciones impresas y virtuales pandemia pedagogías activas primeras letras Image printed and virtual illustrations pandemic active pedagogies first letters. Imagem ilustrações impressas e virtuais pandemia pedagogias ativas primeiras letras |
| topic_facet | Imagen ilustraciones impresas y virtuales pandemia pedagogías activas primeras letras Image printed and virtual illustrations pandemic active pedagogies first letters. Imagem ilustrações impressas e virtuais pandemia pedagogias ativas primeiras letras |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16716 |
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