Education in the Knowledge Society (Dec 2011)
Interpretive approaches of the educational communication in the society of knowledge. socio-critical perspective
Abstract
/* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif"; mso-bidi-font-family:"Times New Roman";} The concept of educational communication has shaken the contemporary period and has been affected by the technological explosion. This article aims to compare the lines of thinking critically about the problem generated by the mass media and new information technologies, whose insight seems determined by technological innovation. Through a review of the current fundamental traditional and current contributions representational and semiotic analysis, aesthetic and Gramsci, the article questions using a hermeneutic methodology the trend towards conflicting interpretations, overly instrumental and reductionist study of the problem. In parallel it is considered that the current informational, heir to a banking education model, holds the primacy in educational practices to use. In this context and for its inclusiveness, it is assumed the methodology of Paulo Freire's popular education as the most appropriate 'theory of educational communication’, directed to the generation of knowledge for social change.
