Publication: Emociones, creatividad, autoconcepto y cine. Una experiencia educomunicativa en educación primaria
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2018-05-28
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Universidad Complutense de Madrid
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Abstract
El cine, esa imagen en movimiento ideada por los hermanos Lumière, posee desde sus inicios un poder de seducción para el ser humano, independientemente de cuál sea su edad, su sexo o su condición económica y social. El cine consigue fascinar, atrapar al espectador, adentrarlo en otro mundo, en otra realidad, en un universo real o de fantasía. Su principal función es la de entretener y divertir, pero sus beneficios van más allá. Desde el punto de vista pedagógico, es un recurso innovador con una innegable función educativa. Debemos aprovechar su poder de atracción y abrirle las puertas de las aulas de par en par, incorporándolo en las programaciones de manera normalizada. Para los docentes debe ser como una herramienta educomunicativa a su servicio, de cómoda disposición, motivadora y facilitadora del aprendizaje. Pero en la escuela no sólo hay escasez de contenidos relacionados con el cine, sino también de contenidos de tipo emocional. El desarrollo de las capacidades intelectuales tiene un peso más contundente en las programaciones actuales que el desarrollo de las afectivas, delimitándolas casi de manera exclusiva al ámbito familiar. Por otra parte, hay una predilección del pensamiento convergente frente al divergente. En numerosos centros, las manifestaciones creativas en el aula quedan fuera de lugar, mermando a medida que el niño pasa a un curso superior. Las nuevas corrientes pedagógicas demandan una educación más efectiva, más acorde a las necesidades reales del niño y de la sociedad, en el que emociones y creatividad sean elementos curriculares indispensables. Es necesario, por tanto, que la escuela se adapte a las nuevas necesidades actuales para poder hacer frente a tiempos de incertidumbre futura...
Cinema, that moving image devised by Lumière brothers, has from its beginnings a power of seduction for the human being, regardless of his age, his sex or his economic and social condition. The cinema manages to fascinate, to catch the spectator, to enter it in another world, in another reality, in a real or fantasy universe. Its main function is entertaining and funning, but its benefits go beyond. From a pedagogical point of view, it is an innovative resource with an undeniable educational function. We must take advantage of its power of attraction and open the doors of the classroom wide, incorporating it into the schedules in a standardized way. Teachers should see it as a media literacy tool at their service, comfortable disposition, motivating and facilitating learning. But in school not only do not abound with cinema-related content, there is also no opulence of emotional content. The development of intellectual abilities has a stronger weight in the current programs than the development of affectives, delimiting them almost exclusively in the family. On the other hand, there is a predilection for convergent versus divergent thinking. Creative manifestations in the classroom are out of place, dwindling as the child moves on to a college course. The new educational trends demand a more effective education, more in line with the real needs of the child and society, in which emotions and creativity are indispensable curricular elements. It is therefore necessary for the school to adapt to the new needs of today in order to cope with times of future uncertainty...
Cinema, that moving image devised by Lumière brothers, has from its beginnings a power of seduction for the human being, regardless of his age, his sex or his economic and social condition. The cinema manages to fascinate, to catch the spectator, to enter it in another world, in another reality, in a real or fantasy universe. Its main function is entertaining and funning, but its benefits go beyond. From a pedagogical point of view, it is an innovative resource with an undeniable educational function. We must take advantage of its power of attraction and open the doors of the classroom wide, incorporating it into the schedules in a standardized way. Teachers should see it as a media literacy tool at their service, comfortable disposition, motivating and facilitating learning. But in school not only do not abound with cinema-related content, there is also no opulence of emotional content. The development of intellectual abilities has a stronger weight in the current programs than the development of affectives, delimiting them almost exclusively in the family. On the other hand, there is a predilection for convergent versus divergent thinking. Creative manifestations in the classroom are out of place, dwindling as the child moves on to a college course. The new educational trends demand a more effective education, more in line with the real needs of the child and society, in which emotions and creativity are indispensable curricular elements. It is therefore necessary for the school to adapt to the new needs of today in order to cope with times of future uncertainty...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias de la Información, Departamento de Comunicación y Publicidad II, leída el 11-12-2017