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The Rector of the Pontifical Salesian. Rvdo. Don Mario Toso sdballa graduation for achievement of Science Degree in Education Delivery Arevalos CORONEL CLAUDIO

in recognition of the results obtained dell'eccelenza

the Medal of the University. "

Mi tesis de Licenciatura en Pedagogía y Medial comunicación, en la Universidad Pontificia Salesian University, Rome - Italy.

The role of the school

in the society of information technology and communication

"The mere presence of media in schools is insufficient when it comes to formulating a training plan for the current context. For a complete education, and self-critical, you need a route that covers education in the media, "in" and "for" communication "glocal", ie, a concrete experience of community open and sensitive to the realities of context. "

1 - The contents of the research: key points of the chapters

We have sought, in three chapters to identify the elements characteristic of this new cultural environment, the countless possibilities and opportunities they provide for the educational environment, but at the same time we realized that no one is free from uncertainties , limits and dangers.

If we are not careful the intrusive reality of new technologies, our educational project, instead of aiming for a personal training and human development, could easily be in the service and make the models political, ideological and economic, that disregard a real development project and human cooperation, committed to building a democratic society, solidarity and justice.

a) The influence of the new context in the process of growth and human development

The new reality is giving rise to a new type of 'man (conformist alienated, technocratic, dogmatic, depending on the software), values \u200b\u200bof (immediate, indisputable authority) and world (structured, predetermined). We can say that every age is a cultural model of communication and all communication model assumes a different way to understand human reality.

The risk involved in defending a cultural model highly dependent on technology (technophilia, naive assimilation) is an issue that we must not remain indifferent, because every technological advance, especially today, does not fail to have a strong charge of ambiguity, because it can serve to humanize, as dis-humanize the man. The context of technological change can be reversed and perverted, even irreversibly damaging the ecosystem vital endangering survival for humanity.

The advanced process of economic and cultural globalization with its charge very dominant, of uniformity, of cultural imperialism and manipulation of information, presents us with a more effective cultural imposition, increasing inequalities between different parts of the world and this worries us enormously in a context of neoliberal policies, rising digital gap that exists in society in developing countries, giving rise to huge differences between a small sector of society and the rest, and these factors impede the progress of a model more social democratic and balanced distribution of material wealth, as well as preventing integration, cooperation el'istaurazione a culture of solidarity.

b) Replace the school in the new social and cultural

In the second part of our work we have analyzed the impact of the NTIC resulted in the educational system in general (objectives, actors, institutions, interpersonal relations), before which have to restructure, "adapt", "re-place", for both reading criticism of the media from school must be framed in a renewal of teaching by questioning not only the media , but also the same company to which he must serve, and which affects its effects and its representations. All this from a model that considers formal education and teaching as a practice of freedom to know, opine, respect, challenge, especially taking an attitude reflective and critical not to "integrate" to a naive enthusiasm, but also reflect and think well in that direction has to change, for what purpose and for whom change.

is clear that the school should help acquire a critical attitude to its members because the information is transformed into knowledge without putting aside the importance of the ability to select information (classified, analyze, interpret, validate and use) that comes through the media and who is already nearly ubiquitous in all environments (family, school, social) of our daily lives. The other particularly important aspect is the size of the relationship of interpersonal communication that must be established within the educational community and the whole process of teaching and learning, which according to our criterion is an essential element upon which we build everything a project of socialization and training of a new nationality, we are convinced that the quality of our interpersonal interaction and community relations, will depend on our ability to live in unity and our resolve for a joint project of humanity.

Stay well clear that the idea is not to replace the environment (the virtual to the presential), but we see clearly that the most appropriate way is the integration, complementarity and openness to global.

c) Media Education, "in" and "for" communication

After an analysis of reality and its influence in education, and more specifically in the school, we present our proposed lines or operational criteria, which could well serve as principles, assumptions and pedagogical proposals enlighten us, the time to design a concrete action of 'media education, and communication in glocal. " The proposal that we presented can be put into practice in curriculum content, to be applied gradually at all levels (media literacy ), but it can also be regarded as the content of informal learning, continuing permanent part of actors the educational process. The essence of our proposal, as we consider, is that it must be an inseparable part of every project as a permanent dimension of the educational community, to be This goal cross the entire project, strategy and educational practice.

We are living in an environment of great cultural and technological development accelerated and uneven economic growth, faced with this situation, the most obvious thing is to participate actively in this process of transformation with a critical attitude that is, anticipating possible problems or deviations which enables, with the hope and commitment in building a more democratic society, justice and solidarity; illuminating with pedagogical principles and criteria, from a perspective of positive and proactive.

If those we are interested because education continues to be a means of empowerment for the achievement of equality, freedom, building a society with democratic participation, just and tolerant, we remain apocalyptically at the margin, without of interest to the new problems that challenge us, others took it upon themselves to occupy spaces dell'influenzi decision, without any control, responsibility and ethics of value, only with the sole purpose of obtaining economic benefits, political control and cultural imposition.

2 - Concrete results

To better understand the final proposal , we separate the results in their essential parts that we consider to be the main mission of the school in this scenario contemporary cultural : To educate the media, "in" and "for" communication, communicating "glocal" to a culture solidarity.

a) To educate the media

The new cultural landscape is dominated by various forms of "representation" of reality that most likely are not "transparent." The only political imperative to train skilled workers for insertion into a technological society, consider the average as teaching aids in a pure point of view too instrumental. In contrast to these positions and other "concerned", you need a formation which has a critical attitude before media, content, messages and ideologies, which favors understanding of the conceptual proposals, of all the practices and experiences in order to instruct the agents to a method of critical reading.

is not a question of educating for sustainable use and consumption of media under the laws of market globalization and the imposition of a discriminatory, but to give rules for the analysis of media, products and ideologies as well as the proposed alternative use of critical views and solidarity, taking apart and building messages and content in the educational process - communication.

b) Educating "in" and "for" communication "

training in critical thinking requires training "in" and "for" communication, the concern for the quality of interpersonal relationships, experience, dialogue, interaction and communication in the educational process of 'teaching and learning. We stress the importance of urgently "in" communication, namely, that environment of "meta-communication" (the relational context of the communication), calling the attention of the quality of interpersonal relationships in the educational dialogue. We teaching theories, techniques, practices, exercises on media and communication in our modern era, but in an environment, attitudes, behaviors, expressions, reactions, who stop and threw the pie, and our good intentions.

is a clear need to strengthen the social and relational skills of teachers, improve interpersonal relationships in order to increase motivation, assimilation, social attitude in favor of, to create a positive relational environment, in a context of listening, in view of a process of integral growth. The supposed way to educate communicative competence that exceeds the domain of the forms of oral expression, written, multimedia, analytical reading - critical, knowledge of codes and the media languages.

What we are proposing is the creation of a type of real-world environment and paradigm of coexistence, dialogue, participation, commitment to justice and solidarity, to raise awareness and sense of belonging, territorial, social to serve as the source and reason for the 'engagement and the exchange of cultural events, to the point of building a new way of living with each other, that is a more human world of social coexistence in view of a "new humanism", accompanied by an ethical discourse and policies to ensure access to communication as an opportunity to achieve justice, freedom and economic development.

c) to communicate "glocal" to a culture of solidarity .

is a counter to those who want to "teach to think globally and act locally", which might perhaps even give too much premium on the "global". We offer an education "in" and "for" communication "Communicating glocal", ie the experience of educational communication, embedded in a particular environment, which has relevance to the context in the dynamics of the relationship and interaction in the local community, but which integrates both the environment and the global context.

Attention to the environment has always been a distinctive feature of the pedagogical tradition, because the educational relationship always exists inside of a life situation. Education "in" and "for" communication from the experience is a practical education that gives rise to new symbolic relations and new expressions, stimulate the commitment and partnership, is a bet to be a Social Community. This project corresponds to all the social issues, but especially today that we think should be the primary mission of the school, that is, a renewed concern for the training of people with social awareness, open to the urgency of global dynamics, with a keen desire for commitment to a more just, democratic, united, just and humane.

day before to the danger of a "media dictatorship" resonates with renewed strength that made the invocation Paulo Freire in his time of political dictatorship, as the urgency of a pedagogy of communication strongly marked by the values \u200b\u200bof solidarity, fraternity, freedom, responsibility, relationship help, with an active method of dialogue and participatory, with which to overcome the dislike of anti uncritical dialogue. This way of understanding education is accompanied by a strong sense of community experience as a dialogical-hermeneutical space and environment, combined with a common framework of values \u200b\u200bfrom which it carries out the process of interpretation of the media and reality, taking as its starting point the experience of the communication carried in the educational community.

This way of being and act foreshadows a broader democratic community nationally and internationally. The learning environment thus becomes a "forum", "medium media", where "reality" glocal "is discussed, it is interpreted and reconstructed, to the point of becoming a true training for training, promotion, co-existence of socio-relational skills (descriptive, expressive, social-emotional positive), and for living together from certain values \u200b\u200band ethical principles such as participation, dialogue, freedom, equality, fairness, interaction, cooperation, shared responsibility, which are the fundamental basis for building a culture of solidarity that focuses on the respect, protection and promotion of human dignity, and thus to the rapid spread contrarrestare a highly competitive and exclusive cultural model based on efficiency, the result, interest etc..

Pokemon Fire Red Development

Baccalaureate en Mi tesis de la Universidad en Salesian Pontifical Rome - Italy

educomunicazione as the new field of educational intervention

at school

Concrete results

To understand better the formation final educate "the" and " " communication "glocal" at school, in their separate essential parts to emphasize the main tasks in the school dell'educomunicazione :

a) Educate " in "and" for "communication"

training in critical thinking requires training "in" and "for" communication, the concern for the quality of interpersonal relationships , the experience of dialogue, interaction and communication in the educational process of teaching and learning. We stress the importance of urgently "in" communication, namely, that environment of "meta-communication" (the relational context of the communication), calling the attention of the quality of interpersonal relationships in the educational dialogue. We can teach theories, techniques, practices, exercises on media and communication in our modern era, but in an environment, attitudes, behaviors, expressions, reactions, who stop and throw our feet on the ground and good intentions.

is a clear need to strengthen the social and relational skills of teachers, improve interpersonal relationships in order to increase motivation, assimilation, the attitude in favor of social, create a positive relational environment, in a context of listening, in view of a process of integral growth. The supposed way to educate a communicative competence that exceeds the domain of the forms of oral expression, written, multimedia, analytical reading - critical, knowledge of codes and the media languages.

What we are proposing is the creation of a type of real-world environment and paradigm of coexistence, dialogue, participation, commitment to justice and solidarity, to raise awareness and sense of belonging , territorial, social, to serve as the source and reason for the 'engagement and the exchange of cultural events, to the point of building a new way of living with each other, that is a more humane world view of social coexistence in a "new humanism ", accompanied by an ethical discourse and policies to ensure access to communication as an opportunity to realize justice, freedom and economic development.

b) Press "glocal" in schools.

is a counter to those who want to "teach to think globally and act locally", which might perhaps even give too much premium on the "global". We offer an education "in" and "for" glocal communication, namely the experience of educational communication, embedded in a particular environment, which has importance in the context dynamics of the relationship and interaction in the local community, but which integrates both the environment and the global context.

Attention to the environment has always been a distinctive feature of the pedagogical tradition, because the educational relationship always exists inside of a life situation. Education "in" and "for" communication from the experience is a practical education that gives rise to new relationships and new symbolic expressions, stimulate the commitment and partnership, is a bet to be a Social Community. This project corresponds to all social agencies, but especially today that we think should be the primary mission of the school, that is, a renewed concern for the training of people with social awareness, ecological and political urgency of the global dynamic open, with a keen desire for ' commitment to a more just, democratic, united, just and humane.

resonates today with renewed strength that made the invocation Paulo Freire, Pedagogy of the urgency of a communication strongly marked by the values \u200b\u200bof solidarity, fraternity, freedom, responsibility, relationship help, with an active method dialogic and participatory con il quale poter Vincere il disamore dell'anti uncritical dialogue. Questa maniera di comprendere l'educazione è un accompagnata di esperienza strong sense Comunità di uno spazio ed eats-ermeneutico dialogical environment.

Technics Sl-bd24 Belt

declare, for appropriate action, which Prof.. Claudio Arévalos Colonel, member of the Ph.D. program Pontifical Salesian University, Rome, Italy, conducted a research internship at the Center for Communication and Education of the School of Arts and Communication, University of São Paulo, between June 28 and 10 August 2oo7, under my supervision. (Dr. Ismar de Oliveira Soares)