"Watching television and not be numb by the magic of images, revealing their true meanings, is an act of critical knowledge. Moreover, this knowledge requires a special presence subject. It involves constant research and application of learning-apprehended concrete existential situations. On the contrary, he is "filled" foregone content without being challenged, not "apprehended" Paulo Freire media and computers and television much as there is a collective process of education involving both adults and children, each in its own way. it is also clear that the supply and influence of communication Mediso on individuals and society is growing every day. The interpretation and understanding that adults have in their media consumption comes from their own experiences, interests and economic and social position. Children, not having the same experiences and interests, most interpret media messages differently than adults. For this reason, education and the mass media, should begin at an early age to get specifically the use of audiovisuals is also a reflexive and critical.
Teachers should start a new process of media literacy education (audiovisual and digital) to allow analysis of the language and content of media messages as well as teaching skills, knowledge and use of these languages \u200b\u200bthrough multimedia formats.
In a society so surrounded by images such as ours, it is usual to analyze the language of film or the content of media messages and fewer still get a good competition
digital. So, as active listeners and critics will help our children and young people develop active and critical sense of what they see and would also have to be read, ie, understood, analyzed and discussed.
says Roberto Aparicio :
"The media education is primarily a training in values \u200b\u200band communication and therefore tends to complement the training in citizenship and democracy that makes the rest of the curriculum. Social concern that is beginning to manifest itself on children and new media is closely linked to two factors: firstly, the time devoted to television, computer, radio, etc. on the other hand, represent the values \u200b\u200band transmitting these means ". There are enough language codes to read and write, we need tools to decode media messages to understand reality and to control our media experiences.
AML (Association for Media Literacy) defined media literacy as the ability to decode, evaluate and communicate in a variety of media: radio, press, televidión, movies, computers ...
The media education is the study of media in educational contexts in order to understand the constructions of reality that make the media. This type of study is not only theoretical but also of character practical and experiential which come into play, above all, different dynamics of communication and production.
teaching development communication in educational contexts is integrated into the Curiculum mandatory in countries like Australia, Canada (Toronto) and United Kingdom. In other countries listed as optional. For example in Spain offered: Image and Expression, Communication processes, Communication Studies elective or created according to the needs of teachers and students. educational reforms are desrollando Latinoamérrica in some countries such as Argentina and Chile, including media and communication to the area of \u200b\u200blanguage, art education or social sciences.
In the past 25 years have developed programs to build on the knowledge of the media and our children and young people spend more time in contact with computers and television in school or college. For example, depending on family and social context a child is approximately 27 hours before a computer screen or television. Television changes our relationship with time and how to consume our leisure audiovisual and even perceive the culture. Many critics say the TV screen are just a means of the cinema, or a poor substitute for the press, something like a broadcast medium for the illiterate. There
an environment that is supreme, eternal or universal. To assess the place and role that corresponds to TV , We must understand its use, the properties of its distribution and recognize that television has to do with technology, perception and marketing, not morality. Is a change of heart, not a change in looks of things.
The disparity between media institutions and educational institution is clear and thought should be without passion or laments to allow peaceful coexistence between the two in these times of media interaction.
says Ernst Jünguer :
"Where the images disappear should be replaced by images, otherwise the loss is threatening " . the television image of picture box is continually with fascination and instead the school is stagnant since the nineteenth century.
school slowly transformed their practices. Experimental science persists weighing, measuring and counting ..., in short, "see to understand" as a pedagogical ideal. Audiovisual practice is free and the school imposes. It is understood by both the rejection that has the school to the screen.
What if the attendance was free?
Do you attract to go to school? TV and audiovisual have been a revolution in the means of transmission and social relations that also affects the education system. Following Ernest Jünger: "The images are more invasive than words, do not need to be translated and act directly. A haunted not weep for their suffering, shows his wounds. Stigmatizes it."
Most teachers considered to distract media and educational endeavors are a sly enemy that melts in school or holiday schedule does so with such difficulty or they have instilled in them during the school day. They deceive and are deceived.
We already live in an interactive world. Soon even television will be interactive: can apply for programs that want to see and receive a bill for this month. For example we can also use the TV for a multitude of services such as teleshopping, televoting, distance learning, access to databases ... TV will definitely incorporated a range of media, the computer unit yaa telecommunications.
By understanding data and fiber optics, there is already a considerable choice of television and widespread competition among a large number of channels required to consider the audience, ready to change cuandono program we are satisfied, and especially when we believe that there is another better program. In the television revolution, the television consumer is king.
Since the eighties, television is constantly changing, so check everyday.
So wonder if it's good or bad, how long or how many children can watch television, is an idle apregunta. casuistry is outdated, because television does not belong to the world of sin and the disease. The way the new generations live TV or audiovisual media in general, refers to other problems, the effects they may have about the organization of the domestic universe of new forms of consumption and cultural democracy.
There is life imitating television, but television to life. The television is violent, but it is not life as well?. As in the stories, is easier to break the mirrors to look at our society with all its brutality. but children do not confuse fiction and reality. Know how to separate and play to be afraid. They know that the image of a monster destroying everything that comes to pass, only an image, but instead, the police abusing a group of peaceful demonstrators is real.
The sociology of culture shows that as much attention as the will to believe in what we see vary depending on many criteria que hacen imposible el análisis. Los niños disponen de múltiples protecciones contra las influencias pretendidamente automáticas e imparables de la televisión o los audivisuales: discusiones en los recreos, experiencias personales, opiniones de compañeros y compañeras.
Dicen los expertos que si algo intenta engañarlos, los niños saben responder con un actitud realista, una actitud oblícua (verlo de reojo) y comentarlo con expresiones como
"esto es de risa" ,
"es para tontos" o
"no hay que tomarlo al pie de la letra" . No es cierto que los niños se traguen todo lo que ven. En definitiva cuentan con mecanismos de autodefensa más sufficient. Prohibit
watch TV, drive computer, mobile or interact with friends (always configure this option) is also isolated, deprived of chances to discuss and talk about what they have seen, lived, loved or hated. Is depriving them of a similar social pleasure they have when they have some personal experience.
Interesting read: Digital Education
@ el_lur
Literacy for the twenty-first century On the thought of Paulo Freire literacy
European policies Television is not bad critical consumption Interesting part: Congress
media literacy ;
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