La dimension communicationnelle de l'éducation : dialogue et décentration : expérimentation en milieu scolaire
(2010)
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- (en) This study is a theoretical and praxeological contribution aiming to clarify the theoretical foundations of media education and to develop the practices that surround it. Three important moments characterise this thesis: firstly we build a theoretical framework of the contemporary theories on media, education, communication, dialogue and decentration. Then, we develop a model analysis and the experiment. Finally, we analyse data collected. The problematic that motivate this research concern the need to address the theoretical foundations of media education based on the key element of the process: critical thinking. To investigate these theoretical foundations, it was necessary to build on the communicational foundations. In this context, we postulate that exists elements that may enable us to understand the process of critical thinking such as dialogue and decentration, which put together, should be verified through experimentation. Experiments conducted with 20 classes (10 dialogic, 10 non-dialogic) in six schools of the Municipal Network of the city of La Paz in Bolivia, has yielded results that were analyzed according to our original question: How does teachers’ dialogic practice influence students' dialogic practice through the processes of decentration, to enhance critical thinking in an experiment of education through media / media education? The results obtained among teachers and students confirm, partially, our hypotheses and are encouraging us to apply the dialogical modality within the education through media / media education. This fact convinces us to deploy efforts to explore more deeply this practice both in theory and practice.
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Cortes Gordillo, P. E. (2010). La dimension communicationnelle de l’éducation : dialogue et décentration : expérimentation en milieu scolaire. https://hdl.handle.net/2078.5/130196