LAS FUNCIONES DE LA IMAGEN VISUAL EN EL AULA
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Universidad Industrial de Santander
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RESUMENEl artículo muestra los resultados del proyecto de investigación “Didáctica de la Imagen”, cuyo objetivo fue el de reconstruir los imaginarios de los maestros en torno a la imagen y los textos visuales en dos instituciones educativas con estudiantes de estratos socioeconómicos diferentes. La población a partir de la cual se obtuvo la información estuvo conformada por diez maestras de básica primaria, básica secundaria y media vocacional. La técnica de recolección de información fue la entrevista en profundidad, acompañada de observaciones hechas en diarios de campo. Con una metodología etnográfica, se buscó establecer la manera como tales imaginarios se evidencian en unas prácticas educativas específicas en relación con las imágenes visuales dentro del contexto de la educación formal. Esta propuesta surgió a raíz de análisis previos sobre la manera como los denominados “lenguajes no verbales” han sido incorporados recientemente al currículo oficial en calidad de objetos de enseñanza y aprendizaje. De las interpretaciones iniciales puede concluirse que las prácticas pedagógicas en torno a la imagen dependen más de las experiencias personales de los maestros a lo largo de sus historias de vida, que de una conceptualización rigurosa que, en todo caso, tampoco ha sido proporcionada por los lineamientos curriculares.Palabras clave: imaginario, imagen visual, didáctica, etnografía, lineamientos curriculares.
ABSTRACTThe article shows the results of the research Project “Didactics of the Image” whose objective was the reconstruction of the teachers’ imaginary around the image and the visual texts in two educational institutions with students coming from different socioeconomic strata. The population from which the information was obtained consisted of ten teachers of basic primary education, basic secondary education and vocational secondary education. The technique for collecting information was the in depth interview together with observations made in field diaries. With an ethnographic methodology, we sought to establish how such imaginaries become evident in some specific educational practices in relation to the visual images within the context of formal education. This proposal emerged from previous analyses about the way in which the so-called ‘nonverbal language’ has been recently incorporated to the official curriculum as teaching and learning objects. From the initial interpretations, it is possible to conclude that the pedagogical practices around the image depend more on the personal experiences of the teachers along their life stories than on a rigorous conceptualization that, in any case, has not been provided by the curriculum guidelines either.Key words: imaginary, visual image, didactics, ethnography, curriculum guidelines.
ABSTRACTThe article shows the results of the research Project “Didactics of the Image” whose objective was the reconstruction of the teachers’ imaginary around the image and the visual texts in two educational institutions with students coming from different socioeconomic strata. The population from which the information was obtained consisted of ten teachers of basic primary education, basic secondary education and vocational secondary education. The technique for collecting information was the in depth interview together with observations made in field diaries. With an ethnographic methodology, we sought to establish how such imaginaries become evident in some specific educational practices in relation to the visual images within the context of formal education. This proposal emerged from previous analyses about the way in which the so-called ‘nonverbal language’ has been recently incorporated to the official curriculum as teaching and learning objects. From the initial interpretations, it is possible to conclude that the pedagogical practices around the image depend more on the personal experiences of the teachers along their life stories than on a rigorous conceptualization that, in any case, has not been provided by the curriculum guidelines either.Key words: imaginary, visual image, didactics, ethnography, curriculum guidelines.