Theoretical Contributions for the Approach of Media Discourse in High School
Since its origins, the relationship between education and mass media has been complex. In recent years, this complexity has increased due to the emergence of new modes of knowledge that challenge traditional pedagogical models and that require taking into account new codes and communication channels...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8125 |
| _version_ | 1802223944777859072 |
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| author | BELÉN ROMANO, MARÍA |
| author_facet | BELÉN ROMANO, MARÍA |
| author_sort | BELÉN ROMANO, MARÍA |
| collection | OJS |
| description | Since its origins, the relationship between education and mass media has been
complex. In recent years, this complexity has increased due to the emergence of new
modes of knowledge that challenge traditional pedagogical models and that require taking
into account new codes and communication channels. In this article we expose and devel-
op basic concepts to address the problem of the incorporation of media discourse in high
school, among which stand out media education and media competence. We present then
a general proposal, to guide its teaching. This proposal is based on the theoretical-method-
ological framework of the critical analysis of discourse -specifically in the three dimensions
systematized by Fairclough (1995) of textual, discursive and social practice-, in the critical
approaches on the media discourse and in the conceptions about of media education,
media competence and critical literacy. It also considers some results of surveys applied to
students and teachers in 2016. The ultimate purpose is to contribute to debate, reflection
and pedagogical action to enable the training of subjects capable of understanding and
producing media messages from a critical, participatory and creative perspective
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| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8125 |
| institution | Revista Cuadernos de Lingüística Hispánica |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-81252022-06-15T16:37:33Z Theoretical Contributions for the Approach of Media Discourse in High School Aportes teóricos para el tratamiento del discurso mediático en la educación secundaria Apports théoriques pour le traitement du discours médiatique dans l’éducation secondaire Contribuições teóricas para a abordagem (Ou Tratamento) Do Discurso de mídia no ensino secundário BELÉN ROMANO, MARÍA media education media competence critical literacy critical analysis of discourse didactic proposal Educación en medios competencia mediática literacidad crítica análisis crítico del discurso propuesta didáctica éducation aux médias compétence médiatique littératie critique analyse du discours proposition didactique educação midiática competência midiática letramento crítico análise crítica do discurso proposta didática Since its origins, the relationship between education and mass media has been complex. In recent years, this complexity has increased due to the emergence of new modes of knowledge that challenge traditional pedagogical models and that require taking into account new codes and communication channels. In this article we expose and devel- op basic concepts to address the problem of the incorporation of media discourse in high school, among which stand out media education and media competence. We present then a general proposal, to guide its teaching. This proposal is based on the theoretical-method- ological framework of the critical analysis of discourse -specifically in the three dimensions systematized by Fairclough (1995) of textual, discursive and social practice-, in the critical approaches on the media discourse and in the conceptions about of media education, media competence and critical literacy. It also considers some results of surveys applied to students and teachers in 2016. The ultimate purpose is to contribute to debate, reflection and pedagogical action to enable the training of subjects capable of understanding and producing media messages from a critical, participatory and creative perspective Desde sus orígenes, la relación entre educación y medios de comunicación ha sido compleja. En los últimos años, esta complejidad se ha incrementado debido al surgimiento de nuevos modos de conocimiento que desafían modelos pedagógicos tradicionales y que exigen tener en cuenta nuevos códigos y canales de comunicación. En este artículo exponemos y desarrollamos conceptos básicos para abordar la problemática de la incorporación del discurso mediático en la escuela secundaria, entre los que se destacan el de educación en medios y el de competencia mediática. Presentamos luego una propuesta, de carácter general, para guiar su enseñanza. Esta propuesta se basa en el marco teórico-metodológico del análisis crítico del discurso —específicamente en las tres dimensiones sistematizadas por Fairclough (1995) de práctica textual, discursiva y social—, en los enfoques críticos en torno al discurso mediático y en las concepciones acerca de educación en medios, competencia mediática y literacidad crítica. Asimismo, considera algunos resultados de encuestas aplicadas a estudiantes y docentes en el año 2016. El propósito último es contribuir al debate, la reflexión y la acción pedagógica para posibilitar la formación de sujetos capaces de comprender y producir mensajes mediáticos desde una mirada crítica, participativa y creativa. Depuis ses origines, le rapport entre l’éducation et les médias a été complexe. Les dernières années, cette complexité a augmenté dû à l’apparition de nouvelles façons de connaissance qui défient des modèles pédagogiques traditionnels et qui exigent tenir compte de nouveaux codes et voies de communication. Dans cet article, nous exposons et développons des concepts de base, pour aborder la problématique de l’intégration du discours médiatique dans l’école secondaire, notamment celui de l’éducation aux mé- dias et celui de la compétence médiatique. Ensuite, nous présentons une proposition, de caractère général, pour guider son enseignement. Cette proposition se fonde sur le cadre théorique-méthodologique de l’analyse critique du discours —spécifiquement sur les trois dimensions systématisées par Fairclough (1995) de pratique textuelle, discursive et sociale—, sur les approches critiques autour du discours médiatique et sur les concep- tions concernant l’éducation aux médias, compétence médiatique et littératie critique. Notre proposition considère également quelques résultats des enquêtes réalisées auprès des étudiants et des enseignants en 2016. Le but final est celui de contribuer au débat, la réflexion et l’action pédagogique, pour rendre possible la formation des individus capables de comprendre et de produire des messages médiatiques à partir d0un regard critique, participatif et créatif Desde suas origens, a relação entre educação e mídia tem sido complexa. Nos últi- mos anos, essa complexidade aumentou devido ao surgimento de novos modos de conhe- cimento que desafiam os modelos pedagógicos tradicionais e exigem a consideração de novos códigos e canais de comunicação. Neste artigo expomos e desenvolvemos conceitos básicos para abordar o problema da incorporação do discurso midiático no ensino médio, dentre os quais se destacam a educação para a mídia e a competência midiática. Apresen- tamos então uma proposta, de natureza geral, para guiar seu ensino. Essa proposta ba- seia-se no referencial teórico-metodológico da análise crítica do discurso - especificamente nas três dimensões sistematizadas por Fairclough (1995) de prática textual, discursiva e social -, nas abordagens críticas em torno do discurso midiático e nas concepções sobre educação para da mídia, a literacia mediática e letramento crítico. Também considera alguns resultados de pesquisas aplicadas a alunos e professores em 2016. O objetivo final é contribuir para o debate, a reflexão e a ação pedagógica para possibilitar a capacitação de sujeitos capazes de compreender e produzir mensagens midiáticas a partir de uma pers- pectiva crítica e participativa e criativo Universidad Pedagógica y Tecnológica de Colombia 2018-06-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8125 10.19053/0121053X.n32.2018.8125 Cuadernos de Lingüística Hispánica; No. 32: July - December 2018; 131-151 Cuadernos de Lingüística Hispánica; Núm. 32: (julio - diciembre de 2018); 131-151 2346-1829 0121-053X spa https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8125/6597 Copyright (c) 2018 Cuadernos de Lingüística Hispánica |
| spellingShingle | media education media competence critical literacy critical analysis of discourse didactic proposal Educación en medios competencia mediática literacidad crítica análisis crítico del discurso propuesta didáctica éducation aux médias compétence médiatique littératie critique analyse du discours proposition didactique educação midiática competência midiática letramento crítico análise crítica do discurso proposta didática BELÉN ROMANO, MARÍA Theoretical Contributions for the Approach of Media Discourse in High School |
| title | Theoretical Contributions for the Approach of Media Discourse in High School |
| title_alt | Aportes teóricos para el tratamiento del discurso mediático en la educación secundaria Apports théoriques pour le traitement du discours médiatique dans l’éducation secondaire Contribuições teóricas para a abordagem (Ou Tratamento) Do Discurso de mídia no ensino secundário |
| title_full | Theoretical Contributions for the Approach of Media Discourse in High School |
| title_fullStr | Theoretical Contributions for the Approach of Media Discourse in High School |
| title_full_unstemmed | Theoretical Contributions for the Approach of Media Discourse in High School |
| title_short | Theoretical Contributions for the Approach of Media Discourse in High School |
| title_sort | theoretical contributions for the approach of media discourse in high school |
| topic | media education media competence critical literacy critical analysis of discourse didactic proposal Educación en medios competencia mediática literacidad crítica análisis crítico del discurso propuesta didáctica éducation aux médias compétence médiatique littératie critique analyse du discours proposition didactique educação midiática competência midiática letramento crítico análise crítica do discurso proposta didática |
| topic_facet | media education media competence critical literacy critical analysis of discourse didactic proposal Educación en medios competencia mediática literacidad crítica análisis crítico del discurso propuesta didáctica éducation aux médias compétence médiatique littératie critique analyse du discours proposition didactique educação midiática competência midiática letramento crítico análise crítica do discurso proposta didática |
| url | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8125 |
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