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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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
2017
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Rojas Torres, Olga |
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Rojas Torres, Olga Images teach disequilibrating. Colombian educational television |
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Rojas Torres, Olga |
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Rojas Torres, Olga |
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Images teach disequilibrating. Colombian educational television |
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Images teach disequilibrating. Colombian educational television |
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Images teach disequilibrating. Colombian educational television |
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Images teach disequilibrating. Colombian educational television |
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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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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio |
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2017 |
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https://revistas.unal.edu.co/index.php/bitacora/article/view/63426 |
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oai:www.revistas.unal.edu.co:article-634262019-04-09T14:15:01Z Images teach disequilibrating. Colombian educational television Las imágenes enseñan desequilibrando. Televisión educativa colombiana As imagens ensinam desequilibrando. Tv educativa da colômbia Rojas Torres, Olga educational TV teaching logic cognitive instability image televisión educativa enseñanza lógica desequilibrio cognitivo imagen televisão educativa ensino lógica desequilíbrio cognitivo imagem 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. El pensamiento está estructurado como una red que tiende al equilibrio. Sin embargo, para que se produzca el aprendizaje es necesario desequilibrar la malla cognitiva. Así, nos preguntamos cómo provocar desequilibrios. Para responder esta inquietud estudiamos dos series de televisión educativa infantil animada colombiana que circularon por el canal Señal Colombia en 2010: Jaibaná y Wanana. El análisis se hizo siguiendo las pautas de la semiolingüística. La pregunta planteada al análisis semiolingüístico del aparato argumentativo de las series es si se producen y cómo producen imágenes que revelen relaciones lógicas. Para hacer el puente entre el lenguaje visual y la cognición se tomaron los conceptos de choque y encadenamiento en la edición de cuadros y secuencias de imagen. Para el campo de cognición las guías fueron los conceptos de argumentación, equilibrio y desequilibrio. Si bien el análisis arrojó como tendencia el uso de imágenes tipo encadenamientos y secuencias asociables a la lógica de causa-consecuencia, en este artículo se enfatiza en las cualidades desequilibrantes de la imagen y sus recursos. Así, tenemos secuencias lógicas equilibradas o desequilibradas, siendo estas últimas las de mayor impacto educativo. También encontramos imágenes que contienen lo que podríamos llamar argumento y contrargumento en un solo cuadro. O pensamento é estruturado como uma rede que tende a se equilibrar. No entanto, para que a aprendizagem ocorra é necessário provocar desequilíbrio na malha cognitiva. Então, nós queremos saber como causar esses desequilíbrios? Para responder a questão nos estudamos dois séries de televisão educativa infantil animada colombiana que circularam pela rede Señal Colômbia em 2010, elas são Jaibaná e Wanana. A análise foi realizada seguindo as diretrizes da semiolinguistica. A questão que norteou a análise do aparelho semiolinguistico argumentativo das séries foi como as imagens revelam relações lógicas. Para fazer a ponte entre a linguagem visual e a cognição tomaram se os conceitos de “choque” e “cadeia” para trabalhar com fotografias e sequências de imagens. Para o campo de cognição as guias foram os conceitos de argumento, equilíbrio e desequilíbrio. Enquanto à análise de tendência mostrou se como o uso de tais cadeias de imagens e sequências associáveis à lógica de causa-consequência neste artigo é enfatizada nas qualidades desestabilizadoras da imagem, e seus recursos. Assim, temos seqüências lógicas balanceadas ou desbalanceadas, sendo estas últimas de maior impacto educacional. Além disso, encontramos imagens que contêm o que poderíamos chamar de “argumento” e “contra-argumento” em uma única foto. Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio 2017-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/xml https://revistas.unal.edu.co/index.php/bitacora/article/view/63426 10.15446/bitacora.v27n4Esp.63426 Bitácora Urbano Territorial; Vol. 27 Núm. 4Esp (2017): Diseño Industrial (Edición especial); 31-37 Bitácora Urbano Territorial; Vol. 27 No. 4Esp (2017): Diseño Industrial (Edición especial); 31-37 Bitácora Urbano Territorial; v. 27 n. 4Esp (2017): Diseño Industrial (Edición especial); 31-37 2027-145X 0124-7913 spa https://revistas.unal.edu.co/index.php/bitacora/article/view/63426/pdf https://revistas.unal.edu.co/index.php/bitacora/article/view/63426/html https://revistas.unal.edu.co/index.php/bitacora/article/view/63426/70290 Derechos de autor 2017 Bitácora Urbano Territorial https://creativecommons.org/licenses/by/4.0 |