Session Information
06 SES 08, Young People in the Digital Society
Paper Session
Contribution
To socially construct reality means to construct knowledge and identity. However, in liquid times such as our own, to socially construct an identity becomes itself a task of individual project, subject to the kits offered by the mainstream culture, dominant and hegemonic. “The social construction of identity today is the knowing social construction of identity. Your life is your project - there is no escape" (Gauntlett, 2002). So, to think and to reflect about our existence, our life, and our identity seems to be a noble goal and a valuable framework for moral and ethical values consideration.
In the meanwhile, it is produced today a particular kind of worldwide diffused domestic cinema (Youtube, vodcasting) generating a new image economy in the Knowledge Society. Such event justifies a reapearance of audiovisual in education, mainly as a form of expression, where the camera goes to the hands of students, so they can think about themselves.
The use of video podcasting (or vodcasting) is justified in an educational context for several reasons: each film made for the very first time by students is a re-invention of the art of storytelling. The audiovisual language is the closest to our physical reality and it involves several symbolic systems. To learn and to use the audiovisual language means to learn the culture of image in which we live dipped. Making a movie enables the learning of the media and the understanding of the images they broadcast, constituting a privileged strategy to pursue a media education, with the media (Oliveira, 2009). Still, the narrative construction that requires the video conception, the (re)creation of events and phenomena, provides insight into writing as apprehension/comprehension/construction of reality. That is something very close to the concept of Multiliteracies (The New London Group, 1996)
This paper aims to account for an educational activity that I have been proposing to university students. The activity seeks to stimulate critical thinking through shared reflection and to contribute to the "conciencialisation" (Freire, 2003) of the constraints we are all subjected to in the new "liquid modernity" (Bauman, 2001).
Method
Expected Outcomes
References
Bauman, Z. (2001). Modernidade Líquida. Rio de Janeiro: Jorge Zahar Editor. Berger, P. L. & Luckmann, T. (1967). The Social Construction of Reality. A Treatise in the Sociology of Knowledge. USA: Anchor Books. Freire, P. (2003). Pedagogia do Oprimido. 36ª Edição. Rio de Janeiro: Editora Paz e Terra. Gauntlett, D. (2002). Media, Gender and Identity: An Introduction. London: Routledge. Acedido em http://www.theoryhead.com/gender (05.01.2009). Oliveira, L. R. (2009) Cinema educativo e construção social da realidade: criando identidades através da leitura e da escrita do mundo com o audiovisual. In B. D. Silva, L. S. Almeida; A. B. Lozano & M. P. Uzquiano (Orgs.) Actas do X Congresso Internacional Galego-Português de Psicopedagogia. Braga: Universidade do Minho. Pp. 5570-5582. The New London Group (1996). A Pedagogy of Multiliteracies: Designing SocialFutures, Harward Educational Review, V.66, Nº 1: 60-92.
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