THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH

Detalhes bibliográficos
Autor(a) principal: Hernández Gutiérrez, Daniel
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/23204
Resumo: There has been a growing interest in the topic of educational spaces during the past two decades mainly due to the empirical projects that have been gaining ground and have globally been adopted in various educational institutions. However, the contributions that can be taken out from the communicative field seem to be few when the theoretical-conceptual foundations of this subject are examined. This text is a critical review on studies of educational spaces, with the aim of incorporating some key elements of communication into the academic debate and thereby reinforcing the interpretative frameworks of this phenomenon. The proposed methodology is essential through discursive analysis and observation of four projects related to classroom innovation. First and foremost, it is noted that efforts are being made to change the unidirectional or analogous communicative model —metaphorically speaking— that prevails in conventional classrooms as well as promoting spaces that are mainly linked to the digital culture expressed in youngsters' modes of interaction and appropriation. In this sense, educational communication can provide broad conceptualizations to enrich research works on educational spaces.
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spelling THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACHEl AULA REVISITADA: LA INNOVACIÓN DE LOS ESPACIOS EDUCATIVOS DESDE UN ENFOQUE COMUNICATIVOA SALA DE AULA REVISITADA: A INOVAÇÃO DOS ESPAÇOS EDUCACIONAIS A PARTIR DE UMA ABORDAGEM DA COMUNICAÇÃOESPAÇOS EDUCACIONAIS, COMUNICAÇÃO, SALA DE AULA, INOVAÇÃOEDUCATIONAL SPACES, COMMUNICATION, CLASSROOM, INNOVATIONESPACIOS EDUCATIVOS, COMUNICACIÓN, AULA, INNOVACIÓNThere has been a growing interest in the topic of educational spaces during the past two decades mainly due to the empirical projects that have been gaining ground and have globally been adopted in various educational institutions. However, the contributions that can be taken out from the communicative field seem to be few when the theoretical-conceptual foundations of this subject are examined. This text is a critical review on studies of educational spaces, with the aim of incorporating some key elements of communication into the academic debate and thereby reinforcing the interpretative frameworks of this phenomenon. The proposed methodology is essential through discursive analysis and observation of four projects related to classroom innovation. First and foremost, it is noted that efforts are being made to change the unidirectional or analogous communicative model —metaphorically speaking— that prevails in conventional classrooms as well as promoting spaces that are mainly linked to the digital culture expressed in youngsters' modes of interaction and appropriation. In this sense, educational communication can provide broad conceptualizations to enrich research works on educational spaces.En las últimas dos décadas se aprecia un interés creciente por el tema de los espacios educativos debido a los proyectos empíricos que han ido ganando terreno y se han adoptado, de manera global, en diversas instituciones educativas. No obstante, parecen pocos los aportes que se pueden sustraer del campo comunicativo cuando se examinan los fundamentos teórico conceptuales de esta temática. El presente texto es una revisión crítica sobre estudios de espacios educativos con el objetivo de incorporar al debate académico algunos elementos propios de la comunicación y, con ello, reforzar los marcos interpretativos de este fenómeno. La metodología propuesta es de corte documental mediante análisis discursivo y observación de cuatro proyectos vinculados con la innovación del aula. Principalmente, se hace notar que se está procurando cambiar el modelo comunicativo unidireccional o análogo –metafóricamente hablando– que impera en las aulas convencionales, al igual que propiciar espacios mayormente vinculados con la cultura digital expresada en los modos de interacción y apropiación de los jóvenes. En este sentido, la comunicación educativa pude aportar conceptualizaciones amplias para enriquecer las investigaciones sobre espacios educativos.Nas últimas duas décadas, houve um crescente interesse na questão dos espaços educacionais, devido a projetos empíricos que vêm ganhando espaço e têm sido adotados em diversas instituições de ensino em todo o mundo. No entanto, há poucas contribuições que podem ser subtraídas do campo comunicativo ao examinar os fundamentos teóricos conceituais deste tema. Este texto é uma revisão crítica dos estudos dos espaços educacionais, com o objetivo de incorporar alguns elementos de comunicação ao debate acadêmico e, assim, fortalecer os marcos interpretativos desse fenômeno. A metodologia proposta é o corte documental por meio da análise discursiva e observação de quatro projetos relacionados à inovação em sala de aula. Principalmente, nota-se que estão sendo feitos esforços para mudar o modelo comunicativo unidireôno ou análogo – metaforicamente falando – que prevalece nas salas de aula convencionais, além de fomentar espaços principalmente ligados à cultura digital expressa nos modos de interação e apropriação dos jovens. Nesse sentido, a comunicação educacional foi capaz de proporcionar amplas conceituações para enriquecer a pesquisa sobre espaços educacionais.Educação em Revista 2021-04-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer rewiedRevisado por paresTEXTOAvaliado por ParesTEXTOinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/23204Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/edrevista/article/view/23204/27807https://periodicos.ufmg.br/index.php/edrevista/article/view/23204/27808Copyright (c) 2021 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessHernández Gutiérrez, Daniel2023-05-29T13:08:43Zoai:periodicos.ufmg.br:article/23204Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-05-29T13:08:43Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
El AULA REVISITADA: LA INNOVACIÓN DE LOS ESPACIOS EDUCATIVOS DESDE UN ENFOQUE COMUNICATIVO
A SALA DE AULA REVISITADA: A INOVAÇÃO DOS ESPAÇOS EDUCACIONAIS A PARTIR DE UMA ABORDAGEM DA COMUNICAÇÃO
title THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
spellingShingle THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
Hernández Gutiérrez, Daniel
ESPAÇOS EDUCACIONAIS, COMUNICAÇÃO, SALA DE AULA, INOVAÇÃO
EDUCATIONAL SPACES, COMMUNICATION, CLASSROOM, INNOVATION
ESPACIOS EDUCATIVOS, COMUNICACIÓN, AULA, INNOVACIÓN
title_short THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
title_full THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
title_fullStr THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
title_full_unstemmed THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
title_sort THE REVISITED CLASSROOM: THE REVISITED CLASSROOM: INNOVATION OF EDUCATIONAL SPACES FROM A COMMUNICATIVE APPROACH
author Hernández Gutiérrez, Daniel
author_facet Hernández Gutiérrez, Daniel
author_role author
dc.contributor.author.fl_str_mv Hernández Gutiérrez, Daniel
dc.subject.por.fl_str_mv ESPAÇOS EDUCACIONAIS, COMUNICAÇÃO, SALA DE AULA, INOVAÇÃO
EDUCATIONAL SPACES, COMMUNICATION, CLASSROOM, INNOVATION
ESPACIOS EDUCATIVOS, COMUNICACIÓN, AULA, INNOVACIÓN
topic ESPAÇOS EDUCACIONAIS, COMUNICAÇÃO, SALA DE AULA, INOVAÇÃO
EDUCATIONAL SPACES, COMMUNICATION, CLASSROOM, INNOVATION
ESPACIOS EDUCATIVOS, COMUNICACIÓN, AULA, INNOVACIÓN
description There has been a growing interest in the topic of educational spaces during the past two decades mainly due to the empirical projects that have been gaining ground and have globally been adopted in various educational institutions. However, the contributions that can be taken out from the communicative field seem to be few when the theoretical-conceptual foundations of this subject are examined. This text is a critical review on studies of educational spaces, with the aim of incorporating some key elements of communication into the academic debate and thereby reinforcing the interpretative frameworks of this phenomenon. The proposed methodology is essential through discursive analysis and observation of four projects related to classroom innovation. First and foremost, it is noted that efforts are being made to change the unidirectional or analogous communicative model —metaphorically speaking— that prevails in conventional classrooms as well as promoting spaces that are mainly linked to the digital culture expressed in youngsters' modes of interaction and appropriation. In this sense, educational communication can provide broad conceptualizations to enrich research works on educational spaces.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer rewied
Revisado por pares
TEXTO
Avaliado por Pares
TEXTO
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/23204
url https://periodicos.ufmg.br/index.php/edrevista/article/view/23204
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/23204/27807
https://periodicos.ufmg.br/index.php/edrevista/article/view/23204/27808
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
_version_ 1799711122478071808

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