Introduction: Education as cultural construction in a changing world (original) (raw)
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Introduction: Education As Cultural Construction
Explorations in Sociocultural Studies, Vol 4. Education as Cultural Construction, 1994
This volume brings together diverse contributions on culture and education undertaken on the basis of the sociocultural approach. In so far as they are a collection of works that were presented at a scientific meeting, the I Conference on Socio-cultural Research held in Madrid in September 1992, the present volume is more the result of spontaneous influx than unitary planning. Therefore, this collection of selected articles constitutes a kind of panoramic, or "state of the art" of research in this area and not a comprehensive and systematic bringing together of the problems of culture and education as seen from the sociocultural approach, which would probably have required not only the inclusion of some themes that are absent from this volume, but also a greater degree of convergence of criteria and concepts in the different sections. * The Spanish version can be found at the end of the volume (Version en espafi ol al final de este volumen)
Visualization of Culture: Educational Implications
Education & Pedagogy Journal, 2021
The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from the process of symbolic interaction between individuals who establish meanings when coordinating their statements. The communicative generation of situations and orders of knowledge is interpreted as educational semiosis. Analyzed is the discourse of modern humanities which are competing with each other in determining the current socio-cultural situation. Highlighted is the research tendency, asserting the point of changing the cultural morphogenesis by means of its visualization processes. Based on this, the hypothesis of a gap between culture and education is put forward. According to this hypothesis, cultural relations are increasingly mediated by figurative participation, while educational practices appeal to verbal and textual forms of the situational mediation. Within the relations between actors in education, this is reflected in the dominance of...
Fundación Infancia y Aprendizaje, 1994
This volume belongs to a series of four put together from the presentations to the lst Conference fo r Socio-Cultural Research held in Madrid in September 1992. We hope that the presentation of these works, which were selected from many and grouped into four volumes by the general editors, and edited for each volume by colleagues present at the conference (A. Rosa and J. Valsiner; J.V. Wertsch and J.D. Ramirez; N. Mercer and C. Coll; A. Alvarez and P. del Rfo), may make a contribution in defining with greater accuracy what the socio-cultural approach is today at an international level. The number and variety of colleagues who attended the Conference and the impetus that this approach is beginning to have worldwide makes it difficult to ignore its importance as a movement or as a "culture" within science. The very polyphony and dynamism also make it difficult to defi ne the theoretical, methodological and applied assumptions of this approach in fixed terms because researchers from very different academic traditions fe el part of it. la perspectiva sociocultural imernacional que se dio cita en Madrid en 1992, no trataba ramo de sustiruir unos axiomas por otros, cuamo de establecer un debate abierto y explfcito sobre todos esas "culturas" de la ciencia, sobre esos supuestos, con frecuencia aceptados a ciegas y raramente sometidos a discusi6n. Confiamos en que las fuerzas de muchos otros puedan venir a reforzar este empefio nada racil e imposible para unos pocos, de meta-ciencia y meta-cultura. la historia que hacemos con nuestra actividad podrfa muy bien ser un fa ctor de alglin modo relevance en el cambio hist6rico del hecho humano que, desde demro y desde fuera, roca vivir a los investigadores.
Searching for other images in education: report of an in-discipline between school and culture
Educação e Linguagens, 2016
The article is a deployment of the lived experience in an undergraduate discipline in which was studied the images present in textbooks and their effect on the representational thought and trials with images were held in the search to cause erasures in the usual way they have in education. A route that culminated in a final challenge for the students: to create an educational activity inter-multi-trans-disciplinary with images, where they fell outside of the purely representational way. “An impossible activity” in the words of the students, which made clear the possibilities that are created at the images in school situations when the impossible forces the thought to the invention of a new potential.
Fonseca Journal of Communication, 2018
ABSTRACT: In the context of the research project ‘Dynamics of Educational and Scientific Renewal in Secondary School Classrooms (1900-1936): An Iberian perspective’. (HAR 2014-54073), an empirical study has been developed using the methodology of Content Analysis. This methodology has been applied to the set of educational visual messages that were projected all over the Historical Secondary Schools in Spain. The results of the studies reveal rel- evant aspects of the role that those elements of material culture had in the transformation of science teaching in the secondary school classrooms in the first third of the 20th century. Key words: Science Communication, Education and Communication, Scientific and Educational Heritage, Projec- tion Lantern, Diascopic Slide, Content Analysis. RESUMEN: En el contexto del proyecto de investigación ‘Dinámicas de renovación educativa y científica en las aulas de bachillerato (1900-1936): una perspectiva ibérica’ (HAR 2014-54073) se ha desarrollado un estudio de análi- sis de contenido aplicado al conjunto de mensajes visuales de carácter divulgativo proyectados en los institutos histó- ricos de bachillerato en España. Los resultados del estudio desvelan aspectos relevantes del papel que dichos ele- mentos de la cultura material tuvieron en la transformación de la enseñanza científica en las aulas españolas de edu- cación secundaria en el primer tercio del siglo XX. Palabras clave: comunicación de la ciencia, comunicación y educación, patrimonio científico y educativo, linterna de proyección, placa diascópica, análisis de contenido.
THE DRAWING TECHNIQUE AS A TOOL FOR THE STUDY OF THE SOCIAL REPRESENTATION OF CULTURE
The aim of the present study is to investigate how children think culture, in the theoretical perspective of the Moscovici’s (1961) Social Representations. The research was carried out in Naples (Italy) on 138 pupils of two lower secondary schools. According to the Community Profile of the City of Naples (Comune di Napoli, 2012), through a non random judgment sampling, the interviewees were divided into two different subsamples: mid-high economic status and mid-low economic status. The main purpose was to explore the influence of participants’ status differences on their representation of the object. Research methodology is based on the Drawing Technique that is considered one of the best tool to interview developmental age subjects (Galli, Nigro & Poderico, 1989; Galli & Fasanelli, 1995; ). Effectively, the drawing represents the most powerful and direct way of children expression. Participants were asked “to draw culture”, then to comment on their drawings and in the end to define culture. Data collected through this strategy, were processed by a categorical-frequency content analysis. Our results showed both convergent and divergent representations among the two different economic status subsamples. On the one hand the iconographic identification of culture (as “school/teaching” actions) is similar for all the children involved in the study, on the other hand the definition of culture is different between the two subsamples. The mid-high economic status participants showed a culture representation focused on the classic role of the artist and the art, instead the mid-low economic status children showed a culture representation based on the folks costumes and traditions.
The present article seeks to articulate some thoughts about environmental issues, about the knowledge of the integration of knowledge and instruments of cultural modern in the everyday practices of labor and make education. In this process, we realize many times that the educational Institutions and training such as the construction organising and articuladoras of knowledge that enable the exchange of concepts, ideas, values and construction of the science, comes in the course of time promoting the encounter between the educator and the learner and between the object of knowledge and the object of education. Presents a discussion on Environmental Education in Brazil, whose analysis of the data, if processed by the method cartographic proposed as path wandering. Thus, the present work has the objective of raising the discussion about the environmental doing in the universe of daily practices of the educational work and to bring to the fore the subjects of education in the broader sense, the plural subject. For that, it was used the revision of the scientific literature with the perspective of bringing to the discussion a look of the knowledge and cultural instruments. It is therefore part of an essentially dynamic educational process that can foster and promote transformation at the same time, within a continuous universe of relevant metamorphoses. That imposes on us all taken positions and at the same time the necessity of not only observing such changes but somehow inserting themselves in that process.