NARVAEZ-MONTOYA, Ancízar. Media Education, Image and Knowledge. []. , 58, pp.17-30.   27--2024. ISSN 0123-4870.  https://doi.org/10.17227/folios.58-14350.

A question arises from the tendency to characterize the current era as the age of information, image and screen: why haven't we replaced schools with media and technologies? The aim of this article is to show that, from a culturalist point of view, both image and alphabetic writing, as forms of coding, are derived from language, are different from each other and are not reducible to each other. Moreover, that both are different and independent of implementation technologies. Given that human knowledge is a matter of codes and that the primary source of school knowledge is alphabetic coding, school education cannot be reduced to the image because it is a distinct code, with different grammatical characteristics from alphabetic one. Moreover, the image has no univocal meaning, therefore, it is not effective in transmitting the univocal meanings of school disciplines. Therefore, its use in education is limited.

: mediatic education; semiotics; image; knowledge; learning.

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