El contexto histórico y cultural y su influencia en la alfabetización mediática
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Data
2019-08-19
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Universidade Federal de Goiás
Resumo
Este artículo tiene como objetivo reflexionar sobre la importancia del contexto cultural e
histórico en la formación del sujeto y la construcción de su subjetividad, bien como su
influencia en el proceso de alfabetización mediática y su acción transformadora en la
sociedad. Incorpora los conceptos de la psicología sociohistórica y los postulados teóricos de
Vygotsky. Es un estudio teórico, basado en Bock, Furtado y Teixeira (2002), Teixeira (2002),
Vygotsky (1995), Hernández (2006), González Rey (1997), Tejedor y Perceval (2008) y
Pérez Tornero (2000). Los conceptos se articulan a partir del proceso de construcción
del conocimiento y la alfabetización mediática, teniendo en cuenta la cultura de este
nuevo contexto mediático y las demandas de la sociedad contemporánea. En conclusión,
comprendemos que la “alfabetización mediática” es un concepto subjetivo que ultrapasa la
dimensión técnica y operativa, involucrando los aspectos cognitivos y metacognitivos del
sujeto, así como el contexto cultural en el que se está insertado.
The objective of this article is to reflect on the importance of the cultural and historical context in the mental development of the subject, as well as the construction of his/her subjectivity, influence in the process of media literacy and its transforming capability over the society. Incorporated in this work are the concepts of social- historic psychology and the theoretical postulates of Vygotsky. It is a theoretical study, based on Bock, Furtado and Teixeira (2002), Teixeira (2002), Vygotsky (1995), Hernández (2006), Gonzalez Rey (1997), Tejedor and Perceval (2008) and Pérez Tornero (2000). The concepts are articulated around the process of knowledge construction and media literacy, accounting for the factor of culture in the new media context and the demands of contemporary society. In conclusion, it is understood that “media literacy” is a subjective concept, bypassing the technical and operational dimensions by involving cognitive and metacognitive aspects of the subject, as well as the cultural context surrounding him/her.
The objective of this article is to reflect on the importance of the cultural and historical context in the mental development of the subject, as well as the construction of his/her subjectivity, influence in the process of media literacy and its transforming capability over the society. Incorporated in this work are the concepts of social- historic psychology and the theoretical postulates of Vygotsky. It is a theoretical study, based on Bock, Furtado and Teixeira (2002), Teixeira (2002), Vygotsky (1995), Hernández (2006), Gonzalez Rey (1997), Tejedor and Perceval (2008) and Pérez Tornero (2000). The concepts are articulated around the process of knowledge construction and media literacy, accounting for the factor of culture in the new media context and the demands of contemporary society. In conclusion, it is understood that “media literacy” is a subjective concept, bypassing the technical and operational dimensions by involving cognitive and metacognitive aspects of the subject, as well as the cultural context surrounding him/her.
Descrição
Palavras-chave
Alfabetización mediática, Contexto sociohistórico, Cultura, Vygotsky, Media literacy, Historical and cultural context, Culture, Alfabetização midiática, Contexto socio-histórico
Citação
CARVALHO, Isamélia Santos Guimarães; FARIA, Juliana Guimarães. El contexto histórico y cultural y su influencia en la alfabetización mediática. Polyphonía, Goiânia, v. 30, n. 2, p. 37–48, 2020. Disponível em: https://www.revistas.ufg.br/sv/article/view/65101.