| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 395.93 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Las fotografías constituyen un buen recurso para el desarrollo de la competencia
lingüística desde el debate que generan en Educación Ambiental, las fotografías
son capaces de constatar conceptos e ideas (Martí y Pozo, 2000), lo que puede ser
providencial para potenciar el enriquecimiento del léxico sobre descripciones y generar
estructuras lingüísticas desde la educación en general y desde la Educación Ambiental
en particular. A través de la fotografía podemos constatar el impacto de desastres
ecológicos, confrontar ejemplos de destrucción y de preservación de la naturaleza, señalar
comportamientos humanos correctos e incorrectos desde el punto de vista ambiental.
Además, las fotografías como destaca Moutinho (2007), no traducen literalmente la
realidad, aunque si pueden representar una versión de esa realidad. En este sentido,
el uso de fotografías en Educación Ambiental puede estar al servicio de determinados
principios ideológicos, conducentes a la adhesión con un determinado ideario de quien
las visiona. Como afirma Almeida (2011), la Educación Ambiental es frecuentemente
reducida a un conjunto de actividades, aparentemente consensuadas y neutras, como
si existiera un único punto de vista para todas las personas. En cuanto a la selección y uso de fotografías para la enseñanza, los profesores habitualmente comprenden el poder
de la Educación Ambiental dentro de una transmisión determinada de un ideario sin
sentido crítico aparente. Pero el citado uso también puede por el contrario, posibilitar
el posicionamiento crítico para abordar temas medioambientales controvertidos,
y que raramente son objeto de tratamiento en un contexto formal de aprendizaje,
como, por ejemplo, la alimentación humana, el consumo de productos ecológicos,
las manifestaciones de diversidad cultural, la utilización de energías renovables o el
confinamiento de animales en parques temáticos. Las fotografías, utilizadas como
recurso para comparar diferentes perspectivas ambientales pueden permitir no solo
la aproximación entre los lenguajes científico y artístico, además pueden revelar su
potencial en el desarrollo de la competencia lingüística, en la medida que tienen una
inevitable necesidad de recorrer el lenguaje específico de las áreas mencionadas.
ABSTRACT Photographs are a good resource for the development of linguistic competence, when used in Environmental Education, and as a way to expose different concepts and ideas (Martí and Pozo, 2000). Photos’ interpretation can enrich students’ lexicon and generate linguistic structures, important for education in general and for Environmental Education in particular. Through photography we can verify the impact of ecological disasters, confront examples of destruction and preservation of nature, point out correct and incorrect human behaviors from an environmental point of view. In addition, photographs, as Moutinho (2007) emphasizes, do not literally translate reality, but they represent a perspective of that reality. In this sense, the use of photographs in Environmental Education may be at the service of certain ideological principles, helping to gain followers for a certain ideology. As Almeida (2011) states, Environmental Education is often reduced to a set of activities, apparently consensual and neutral, as if there were only one point of view for all people. While selecting and using photographs during their teaching practice, teachers usually use them to perpetuate a dominant ideology, without stimulating different points of view concerning environmental issues. However, photos can be used to promote students’ critical thinking, especially if they are used to deal with controversial environmental issues, which are rarely approached in school, such as human food, the consumption of ecological products, manifestations of cultural diversity, the use of renewable energy and the confinement of animals in thematic parks. Photographs, used as a resource to compare different points of view about a single issue, can also allow the connection between scientific and artistic language, as well as reveal a potential to develop linguistic competence, since there is an inevitable need to use the specific language of the two areas mentioned before.
ABSTRACT Photographs are a good resource for the development of linguistic competence, when used in Environmental Education, and as a way to expose different concepts and ideas (Martí and Pozo, 2000). Photos’ interpretation can enrich students’ lexicon and generate linguistic structures, important for education in general and for Environmental Education in particular. Through photography we can verify the impact of ecological disasters, confront examples of destruction and preservation of nature, point out correct and incorrect human behaviors from an environmental point of view. In addition, photographs, as Moutinho (2007) emphasizes, do not literally translate reality, but they represent a perspective of that reality. In this sense, the use of photographs in Environmental Education may be at the service of certain ideological principles, helping to gain followers for a certain ideology. As Almeida (2011) states, Environmental Education is often reduced to a set of activities, apparently consensual and neutral, as if there were only one point of view for all people. While selecting and using photographs during their teaching practice, teachers usually use them to perpetuate a dominant ideology, without stimulating different points of view concerning environmental issues. However, photos can be used to promote students’ critical thinking, especially if they are used to deal with controversial environmental issues, which are rarely approached in school, such as human food, the consumption of ecological products, manifestations of cultural diversity, the use of renewable energy and the confinement of animals in thematic parks. Photographs, used as a resource to compare different points of view about a single issue, can also allow the connection between scientific and artistic language, as well as reveal a potential to develop linguistic competence, since there is an inevitable need to use the specific language of the two areas mentioned before.
Description
Keywords
Competencia lingüística Educación ambiental Fotografía Linguistic competence Environmental education Photography