Images teach disequilibrating. Colombian educational television
Thought is structured as a network that tends towards balance. However, for the learning to occur, it is necessary to unbalance the cognitive mesh. Thus, this article examines on how to provoke imbalances? To respond this question we studied two series of Colombian children’s educational television...
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| Format: | Online |
| Language: | spa |
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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
2017
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| Online Access: | https://revistas.unal.edu.co/index.php/bitacora/article/view/63426 |
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| Summary: | Thought is structured as a network that tends towards balance. However, for the learning to occur, it is necessary to unbalance the cognitive mesh. Thus, this article examines on how to provoke imbalances? To respond this question we studied two series of Colombian children’s educational television that circulated on the channel Señal Colombia in 2010, they are Jaibaná and Wanana. The analysis was done following the guidelines of semiolinguistics. The question that guided the semiolinguistic analysis of the argumentative apparatus of the series is whether and how images reveal logical relationships. In order to bridge the gap between visual language and cognition, the concepts of “shock” and “linkage” were taken in the editing of pictures and image sequences. For the field of cognition the guides were the concepts of argumentation, balance and imbalance. Although the analysis showed as a tendency the use of chain-like images, and sequences associated with the cause-consequence logic in this paper, the imbalance of the image and its resources are emphasized. Thus, we have balanced or unbalanced logical sequences, the latter having the greatest educational impact. In addition, we found images that contain, what we could call “argument” and “counter-argument” in a single picture. |
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