Pub Date : 2020-01-01DOI: 10.26439/contratexto2020.n034.4874
Fernanda Omelczuk, Maricela Perera Pérez
Stephanie e Laura são duas meninas que se encontram na singularidade de um modo de existência que nem sempre tem espaço no cotidiano da vida e das escolas. Tinho é sensível em perceber as necessidades de Stephanie como intrínsecas à de qualquer criança. Assim, nasce entre eles uma silenciosa e cúmplice amizade. Laura tem em sua família e no coração das políticas do país onde nasceu o reconhecimento de que todas as vidas importam. Todo esforço é válido, portanto, para fazer funcionar uma escola que atenda a uma única criança. A partir da metodologia de análise da criação das imagens dos curtas brasileiro, Carreto, e cubano, Una niña una escuela, o artigo destaca o modo respeitoso com que os diretores constroem a relação das crianças com necessidades educacionais especiais e seu entorno. O resultado dessa análise permitiu compartilhar, no contexto da Lei 13.006/2014, exercícios de criação, a partir desses dois filmes. Os exercícios que o artigo propõe, inspirados na metodologia da pedagogia da criação, podem ser desenvolvidos com crianças, e tem o objetivo de destacar as infâncias brasileiras e latino-americanas e potencializar a relação inventiva com o audiovisual.
斯蒂芬妮和劳拉是两个女孩，她们发现自己处于一种独特的存在方式中，在日常生活和学校中并不总是有空间。Tinho很敏感地将斯蒂芬妮的需求视为每个孩子的内在需求。因此，一种沉默的、共犯的友谊在他们之间诞生了。劳拉的家庭和她出生的国家的政治核心都认识到，所有生命都很重要。因此，为开办一所只招收一个孩子的学校所作的一切努力都是值得的。本文从巴西短片《卡雷托》和古巴短片《Una nina Una escuela》的图像创作分析方法入手，强调导演以尊重的方式建立有特殊教育需要的儿童与其环境之间的关系。这一分析的结果允许在法律13.006/2014的背景下分享这两部电影的创作练习。本文提出的练习，受到创作教育学方法论的启发，可以与儿童一起开发，旨在突出巴西和拉丁美洲的童年，并加强与视听的创造性关系。
{"title":"Dois países, muitas infâncias: encontros para criar com os filmes Carreto e Una niña una escuela","authors":"Fernanda Omelczuk, Maricela Perera Pérez","doi":"10.26439/contratexto2020.n034.4874","DOIUrl":"https://doi.org/10.26439/contratexto2020.n034.4874","url":null,"abstract":"Stephanie e Laura são duas meninas que se encontram na singularidade de um modo de existência que nem sempre tem espaço no cotidiano da vida e das escolas. Tinho é sensível em perceber as necessidades de Stephanie como intrínsecas à de qualquer criança. Assim, nasce entre eles uma silenciosa e cúmplice amizade. Laura tem em sua família e no coração das políticas do país onde nasceu o reconhecimento de que todas as vidas importam. Todo esforço é válido, portanto, para fazer funcionar uma escola que atenda a uma única criança. A partir da metodologia de análise da criação das imagens dos curtas brasileiro, Carreto, e cubano, Una niña una escuela, o artigo destaca o modo respeitoso com que os diretores constroem a relação das crianças com necessidades educacionais especiais e seu entorno. O resultado dessa análise permitiu compartilhar, no contexto da Lei 13.006/2014, exercícios de criação, a partir desses dois filmes. Os exercícios que o artigo propõe, inspirados na metodologia da pedagogia da criação, podem ser desenvolvidos com crianças, e tem o objetivo de destacar as infâncias brasileiras e latino-americanas e potencializar a relação inventiva com o audiovisual.","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69307623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.26439/contratexto2020.n034.4864
S. J. Aguilar Alcalá
Se discuten las características de las películas conocidas como found footage a través de la ontología de la cámara, la distinción entre ficción y no ficción, la distinción entre filmación y película, y entre un autor explícito y una agencia autoral de la enunciación. Para ello serán esenciales los aportes de Edward Branigan y Carl Plantinga. Se analizan películas a partir de estos ejes, donde se trata de entender el modo singular en que cada filme articula el problema universal del género: la brecha entre el enunciado y la enunciación. Esta grieta irreductible, del modo en que la plantea el psicoanálisis, es necesaria para comprender el tipo de verdad que puede encontrarse en el found footage.
{"title":"El espectáculo, la cámara, la autoría y la vigilancia en el found footage","authors":"S. J. Aguilar Alcalá","doi":"10.26439/contratexto2020.n034.4864","DOIUrl":"https://doi.org/10.26439/contratexto2020.n034.4864","url":null,"abstract":"Se discuten las características de las películas conocidas como found footage a través de la ontología de la cámara, la distinción entre ficción y no ficción, la distinción entre filmación y película, y entre un autor explícito y una agencia autoral de la enunciación. Para ello serán esenciales los aportes de Edward Branigan y Carl Plantinga. Se analizan películas a partir de estos ejes, donde se trata de entender el modo singular en que cada filme articula el problema universal del género: la brecha entre el enunciado y la enunciación. Esta grieta irreductible, del modo en que la plantea el psicoanálisis, es necesaria para comprender el tipo de verdad que puede encontrarse en el found footage.","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69308031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.26439/contratexto2020.n034.4865
Camila Flores Fernández
La obra de Harun Farocki (1944-2014) se ha extendido por más de cinco décadas, y ha tratado de manera primordial la imagen, sus significados, su relación con la ideología de masas, y las posibilidades y límites de su automatización y mecanización en la era digital. Mediante la técnica de found footage, Farocki ha establecido a lo largo de su trayectoria diferentes estrategias analíticas que le han permitido, a través de sus obras fílmicas, proponer una exhaustiva revisión y crítica a la imagen y sus implicaciones. En este ensayo se busca proponer reflexiones, a partir de la obra de Farocki, en torno a las políticas de la imagen, la relación con el autor / productor y su función en las esferas ideológicas, políticas y sociales.
{"title":"Cine de apropiación en los albores de la era digital: reflexiones a partir de la obra de Harun Farocki","authors":"Camila Flores Fernández","doi":"10.26439/contratexto2020.n034.4865","DOIUrl":"https://doi.org/10.26439/contratexto2020.n034.4865","url":null,"abstract":"La obra de Harun Farocki (1944-2014) se ha extendido por más de cinco décadas, y ha tratado de manera primordial la imagen, sus significados, su relación con la ideología de masas, y las posibilidades y límites de su automatización y mecanización en la era digital. Mediante la técnica de found footage, Farocki ha establecido a lo largo de su trayectoria diferentes estrategias analíticas que le han permitido, a través de sus obras fílmicas, proponer una exhaustiva revisión y crítica a la imagen y sus implicaciones. En este ensayo se busca proponer reflexiones, a partir de la obra de Farocki, en torno a las políticas de la imagen, la relación con el autor / productor y su función en las esferas ideológicas, políticas y sociales.","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69308039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-29DOI: 10.26439/contratexto2019.n032.4628
Vanessa Perales Linares
{"title":"APPS4CAV creación audiovisual con dispositivos móviles (2019)","authors":"Vanessa Perales Linares","doi":"10.26439/contratexto2019.n032.4628","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4628","url":null,"abstract":"","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69307980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-29DOI: 10.26439/contratexto2019.n032.4629
D. Rivera-Rogel
{"title":"Media education in Latin America (2019)","authors":"D. Rivera-Rogel","doi":"10.26439/contratexto2019.n032.4629","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4629","url":null,"abstract":"","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41910379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-29DOI: 10.26439/contratexto2019.n032.4626
Julio-César Mateus, Pablo Andrada
El número 32 de Contratexto es publicado casi a la par que el libro Media Education in Latin America (Mateus, Andrada y Quiroz, 2019), pensado como un estado de la cuestión regional y publicado en inglés para promover el diálogo con la comunidad anglosajona. Para nosotros, como editores, es un gran honor contribuir a la reflexión sobre las relaciones que se dan entre la educación y la comunicación con dos publicaciones emparentadas por su concepción y propósitos. En ambos casos, la idea es profundizar en un campo de estudio cuya historia en nuestra región podemos rastrear desde hace unos 50 años (Soares, 2019).
Contratexto的第32期几乎与《拉丁美洲媒体教育》(Mateus, Andrada and Quiroz, 2019)一书同时出版，这本书被认为是该地区问题的现状，并以英语出版，以促进与盎格鲁-撒克逊社区的对话。作为编辑，我们非常荣幸地为反思教育和传播之间的关系做出贡献，这两种出版物在概念和目的上都是相关的。在这两种情况下，我们的想法是深化一个研究领域，该领域在我们地区的历史可以追溯到大约50年(Soares, 2019)。
{"title":"Educación mediática en Iberoamérica: desarrollo y desafíos","authors":"Julio-César Mateus, Pablo Andrada","doi":"10.26439/contratexto2019.n032.4626","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4626","url":null,"abstract":"El número 32 de Contratexto es publicado casi a la par que el libro Media Education in Latin America (Mateus, Andrada y Quiroz, 2019), pensado como un estado de la cuestión regional y publicado en inglés para promover el diálogo con la comunidad anglosajona. Para nosotros, como editores, es un gran honor contribuir a la reflexión sobre las relaciones que se dan entre la educación y la comunicación con dos publicaciones emparentadas por su concepción y propósitos. En ambos casos, la idea es profundizar en un campo de estudio cuya historia en nuestra región podemos rastrear desde hace unos 50 años (Soares, 2019).","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47564898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-29DOI: 10.26439/contratexto2019.n032.4627
Marta Lopera-Mármol
{"title":"Ficciones cercanas: televisión, narración y espíritu de los tiempos (2017)","authors":"Marta Lopera-Mármol","doi":"10.26439/contratexto2019.n032.4627","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4627","url":null,"abstract":"","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the changes generated by digital technologies in the ways of building knowledge, the role of educational institutions is fundamental in the reconfiguration of their teaching practices. This article aims to reveal the positions of university professors in the face of digital innovation and compare them with proposals for professional updating. The methodological design enables to conduct an exploratory study on 45 professors from the National University of La Plata (UNLP), Argentina, using an online questionnaire about the uses, practices and perceptions assigned to teaching technologies. In addition, three training proposals implemented by said academy are selected, as an observation unit, and a systematic description of such initiatives is carried out. From the articulation between the demands and teaching positions, and the performance and proposal returns, provisional conclusions are obtained: even though professors maintain a recurrent link with digital tools, these practices diminish in front of mediations that promote more creative capacities. Although processes that critically include digital resources are evident in internal training, there are contradictions within the positions expressed by professors and the adherence to trainings. This allows to discuss the challenges that higher education faces when wanting to generate sustained and genuine innovation processes.
{"title":"Las TIC en la educación: análisis en una universidad argentina","authors":"Sebastián Novomisky, Gladys Manccini, Gisela Assinnato, Adriana Coscarelli","doi":"10.26439/contratexto2019.n032.4619","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4619","url":null,"abstract":"Given the changes generated by digital technologies in the ways of building knowledge, the role of educational institutions is fundamental in the reconfiguration of their teaching practices. This article aims to reveal the positions of university professors in the face of digital innovation and compare them with proposals for professional updating. The methodological design enables to conduct an exploratory study on 45 professors from the National University of La Plata (UNLP), Argentina, using an online questionnaire about the uses, practices and perceptions assigned to teaching technologies. In addition, three training proposals implemented by said academy are selected, as an observation unit, and a systematic description of such initiatives is carried out. From the articulation between the demands and teaching positions, and the performance and proposal returns, provisional conclusions are obtained: even though professors maintain a recurrent link with digital tools, these practices diminish in front of mediations that promote more creative capacities. Although processes that critically include digital resources are evident in internal training, there are contradictions within the positions expressed by professors and the adherence to trainings. This allows to discuss the challenges that higher education faces when wanting to generate sustained and genuine innovation processes.","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42481903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-22DOI: 10.26439/contratexto2019.n032.4613
Monica Fantin, Bárbara Malcut
The text discusses the relationship between education, communication and art in the formation of cultural and media competencies among school students. In the context of a broader research on multiliteracy and media competencies, a master’s research was conducted to understand how students conceive their own culture and the culture of others from Internet search and media productions. Through the approach between media education and the Theater of the Oppressed (TO), a didactic intervention was proposed using the Episodes of Situated Learning (EAS) methodology in eighth-grade young students from a public school in Florianopolis/SC. The power of such articulation promoted educational and cultural experiences that favored other narratives on the process of teaching and learning; revealed other students’ views of themselves, the media, the knowledge and the cultural environment; and fostered collaborative and creative practices in and out of school.
{"title":"Relações entre o Teatro do Oprimido e a mídia-educação na escola","authors":"Monica Fantin, Bárbara Malcut","doi":"10.26439/contratexto2019.n032.4613","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4613","url":null,"abstract":"The text discusses the relationship between education, communication and art in the formation of cultural and media competencies among school students. In the context of a broader research on multiliteracy and media competencies, a master’s research was conducted to understand how students conceive their own culture and the culture of others from Internet search and media productions. Through the approach between media education and the Theater of the Oppressed (TO), a didactic intervention was proposed using the Episodes of Situated Learning (EAS) methodology in eighth-grade young students from a public school in Florianopolis/SC. The power of such articulation promoted educational and cultural experiences that favored other narratives on the process of teaching and learning; revealed other students’ views of themselves, the media, the knowledge and the cultural environment; and fostered collaborative and creative practices in and out of school.","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48205113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-22DOI: 10.26439/contratexto2019.n032.4616
Nora Llaver, Bettina Martino
This article shows the results of a research conducted in two stages between 2013 and 2017. In the first stage, the main objective was to reconstruct the representations of Social Communication teachers from secondary schools in Mendoza (Argentina) around teaching of communication. In the second stage, as a continuation of the previous one, the contents of the Provincial Curricular Design of the same subject were analyzed and resignified, taking into account the perspective of the critical media education (EMC). The assumption is that no media education can be called “critical” if the starting points when designing the processes of teaching and learning, and understanding the universe of media and technologies are not so. On the basis of the insights offered by the theories of resistance in education, critical curriculum theories and EMC, the contents on communication offered to school students are analyzed and challenged. This article is aimed at taking up again some questions that were part of the research: What is the critical dimension of media education? What pedagogical positions make it possible? What approaches should be prioritized in a really critical media education? How to question the curricular designs and schedules from a critical perspective to avoid the reproduction of hegemonic forms of communication?
{"title":"La enseñanza de la comunicación en la escuela secundaria en Mendoza: propuestas para un abordaje crítico del diseño curricular","authors":"Nora Llaver, Bettina Martino","doi":"10.26439/contratexto2019.n032.4616","DOIUrl":"https://doi.org/10.26439/contratexto2019.n032.4616","url":null,"abstract":"This article shows the results of a research conducted in two stages between 2013 and 2017. In the first stage, the main objective was to reconstruct the representations of Social Communication teachers from secondary schools in Mendoza (Argentina) around teaching of communication. In the second stage, as a continuation of the previous one, the contents of the Provincial Curricular Design of the same subject were analyzed and resignified, taking into account the perspective of the critical media education (EMC). The assumption is that no media education can be called “critical” if the starting points when designing the processes of teaching and learning, and understanding the universe of media and technologies are not so. On the basis of the insights offered by the theories of resistance in education, critical curriculum theories and EMC, the contents on communication offered to school students are analyzed and challenged. This article is aimed at taking up again some questions that were part of the research: What is the critical dimension of media education? What pedagogical positions make it possible? What approaches should be prioritized in a really critical media education? How to question the curricular designs and schedules from a critical perspective to avoid the reproduction of hegemonic forms of communication?","PeriodicalId":53105,"journal":{"name":"Contratexto","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41837977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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