Resumo

NARVAEZ-MONTOYA, Ancízar. Comunicación educativa, educomunicación y educación mediática: una propuesta de investigación y formación desde un enfoque culturalista. Palabra Clave [online]. 2019, vol.22, n.3, e22311. ISSN 0122-8285.  https://doi.org/10.5294/pacla.2019.22.3.11.

Between face-to-face and virtual education, school and media, and interaction and interactivity, the field of educommunication is often discussed. It has also been regarded as education about media or through media, which is why it is frequently confused with media education. The aim of this article is to review the basic concept of educational communication and its derivatives -educommunication and media education- and then redefine them from a culturalist point of view. From this approach, the categories of the theory of codes are applied to the so-called educommunication, giving rise to three types thereof: oral-ritual, iconic-narrative and alphabetic-argumentative (paradigmatic). In conclusion, educommunication is proposed as the entire human subjectivation, understood as the acquisition of codes -including a particular language-, and media education as the acceptance of media codes, understood not as technologies but as culture. The fundamental contribution here is the expansion of the concept of educommunication by incorporating, in addition to the analysis of technologies, practices and institutions, code analysis.

Palavras-chave : Communication; education; codes; culture; multimedia instruction; educommunication; media education; educational communication.

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