New technologies anda cultural capital about the modeling of cultural capital and school life

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We propose to think that school education, which is compromised in a crisis, faces a great challenge facing the expansion of the use of new technologies, where the modes of intersubjective communication would be restructured. Images would gain a new relative importance compared to more complex forms...

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Autores principales: Álvarez, María Valeria, Villanueva, María Lourdes
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Capital cultural
Nuevas tecnologías
Códigos
Escuela
Reflexión pedagógica
Cultural capital
New technologies
Codes
School
Pedagogical reflection
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/583
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-583
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spelling I15-R208-article-5832025-02-21T14:22:47Z New technologies anda cultural capital about the modeling of cultural capital and school life Nuevas tecnologías y aprendizajes acerca de la modelación del capital cultural y la vida escolar Álvarez, María Valeria Villanueva, María Lourdes Capital cultural Nuevas tecnologías Códigos Escuela Reflexión pedagógica Cultural capital New technologies Codes School Pedagogical reflection We propose to think that school education, which is compromised in a crisis, faces a great challenge facing the expansion of the use of new technologies, where the modes of intersubjective communication would be restructured. Images would gain a new relative importance compared to more complex forms of symbolization. It is possible to maintain that from an early age words would give up part of their richness. This process would affect the pedagogical ways of building complex thinking and would present itself as a new generational feature. The school language would therefore be more distant for the students, and even the practices resulting from the professional habitus of the teachers, since they have been modeled in other social and cultural contexts. We understand from this point of view that pedagogical reflection could incorporate this new feature of socially constructed cultural capital as a new attribution of students, while we believe it sets new starting points and possibly it influences by modeling other symbolic mediations that enable the construction of knowledge. Perhaps skills that the school took for granted in its students should be gradually developed at school today. Proponemos pensar que la formación escolar, comprometida en una crisis, enfrenta un gran desafío frente a la expansión del uso de nuevas tecnologías, donde se reestructurarían los modos de la comunicación intersubjetiva. Las imágenes ganarían una nueva importancia relativa frente a formas más complejas de simbolización. Es posible sostener que desde edades tempranas las palabras cederían parte de su riqueza. Este proceso incidiría sobre las formas pedagógicas de construir un pensamiento complejo, y se presentaría como un nuevo rasgo generacional. El lenguaje escolar resultaría por tanto más lejano para los alumnos, e incluso también las prácticas producto de los hábitus profesionales de los docentes, ya que han sido modelados en otros contextos sociales y culturales. Entendemos desde esta mirada, que la reflexión pedagógica podría incorporar este nuevo rasgo del capital cultural socialmente construido como una atribución novedosa del alumnado, en tanto creemos fijan nuevos puntos de partida, y también posiblemente incida modelando otras mediaciones simbólicas que habilitan construir conocimiento. Tal vez habilidades que la escuela daba por supuestas en sus estudiantes, deberían ser paulatinamente desarrolladas en la escuela actualmente. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/583 10.35305/rece.v1i16.583 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 16 (2021); 31-40 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/583/416 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/583/487 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Capital cultural
Nuevas tecnologías
Códigos
Escuela
Reflexión pedagógica
Cultural capital
New technologies
Codes
School
Pedagogical reflection
spellingShingle Capital cultural
Nuevas tecnologías
Códigos
Escuela
Reflexión pedagógica
Cultural capital
New technologies
Codes
School
Pedagogical reflection
Álvarez, María Valeria
Villanueva, María Lourdes
New technologies anda cultural capital about the modeling of cultural capital and school life
topic_facet Capital cultural
Nuevas tecnologías
Códigos
Escuela
Reflexión pedagógica
Cultural capital
New technologies
Codes
School
Pedagogical reflection
author Álvarez, María Valeria
Villanueva, María Lourdes
author_facet Álvarez, María Valeria
Villanueva, María Lourdes
author_sort Álvarez, María Valeria
title New technologies anda cultural capital about the modeling of cultural capital and school life
title_short New technologies anda cultural capital about the modeling of cultural capital and school life
title_full New technologies anda cultural capital about the modeling of cultural capital and school life
title_fullStr New technologies anda cultural capital about the modeling of cultural capital and school life
title_full_unstemmed New technologies anda cultural capital about the modeling of cultural capital and school life
title_sort new technologies anda cultural capital about the modeling of cultural capital and school life
description We propose to think that school education, which is compromised in a crisis, faces a great challenge facing the expansion of the use of new technologies, where the modes of intersubjective communication would be restructured. Images would gain a new relative importance compared to more complex forms of symbolization. It is possible to maintain that from an early age words would give up part of their richness. This process would affect the pedagogical ways of building complex thinking and would present itself as a new generational feature. The school language would therefore be more distant for the students, and even the practices resulting from the professional habitus of the teachers, since they have been modeled in other social and cultural contexts. We understand from this point of view that pedagogical reflection could incorporate this new feature of socially constructed cultural capital as a new attribution of students, while we believe it sets new starting points and possibly it influences by modeling other symbolic mediations that enable the construction of knowledge. Perhaps skills that the school took for granted in its students should be gradually developed at school today.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/583
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first_indexed 2023-05-11T18:48:17Z
last_indexed 2025-02-27T05:06:24Z
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