Cultural models and the education crisis: Pedagogical paths in Vilém Flusser’s Communicology
The purpose of this study is to investigate the Communicology proposed by Vilém Flusser through his diagnosis of the ethical, aesthetic and epistemological changes imposed on societies. This question arises from the author's understanding that cultural models are going through a crisis, whose c...
| Autor: | |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Intexto (Porto Alegre) |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/103283 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/intexto/article/view/103283 |
| Access Level: | acceso abierto |
| Palabra clave: | Vilém Flusser. Comunicologia. Cultura e Educação. Vilém Flusser. Communicology. Culture and Education. |
| Sumario: | The purpose of this study is to investigate the Communicology proposed by Vilém Flusser through his diagnosis of the ethical, aesthetic and epistemological changes imposed on societies. This question arises from the author's understanding that cultural models are going through a crisis, whose center is in the uncertainty about the consolidation of behaviors, experiences and knowledge, especially observed in educational structures. A little explored theme in Flusserian thought, education is understood as an ideologically planned communication for social functioning and defended as the possibility of building new knowledge, more aware and engaged in the scenarios observed by the author. In order to carry out the analysis of this pedagogical proposition, this research carries out a bibliographic survey of these themes, put in dialogue with the other reflections of Flusser. This contextualization helps in the author's contribution in elucidating the profound contradiction that surrounds the formation of knowledge in the beginning of the 21st century, brought about by the intensification of devices that promise free global access in an environment that encourages the emerging review of learning structures. |
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