Audiovisual Literacy: an Analysis of Didactic Material in Production
DOI:
https://doi.org/10.14409/ie.v0i13.9889Keywords:
democratization of technological devices, educational materials, visual studies, audiovisual literacyAbstract
This article presents the advances of research
carried out to finish a degree of Bachelor of Arts in
Literature at the Faculty of Humanities and Sciences of
Universidad Nacional del Litoral in Santa Fe, Argentina.
The corpus consists of two educational materials on
audiovisual literacy. The first one (Case I) was produced
by the Ministry of Education, Science and Technology
of Argentina in 2007. The second one (Case II) was
published by the Ministry of Education of the province of Santa Fe (Argentina) in 2017. Both texts were
selected because they based their proposals on visual
studies (Mitchell, 1994; Mirzoeff, 1999). The concept
of ‘selective tradition’ (Williams, 1977) and the ‘theory
of social discourses’ (Verón, 1987) allowed us to compare both texts considering the following variables: 1)
theoretical framework; 2) educational policies related
to the democratization of technological devices; 3) the
pedagogical discourse on audiovisual literacy. It is considered that Case I introduces the effect of the sense
of scientificity (Verón, 1987) as it comes up with a
situated categorical reinvention (Gerbaudo, 2011) of
updated theological developments. On the other hand,
Case II reveals an applicationist use of theory (Gerbaudo, 2011) and defines regulations for working with
audiovisual resources
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