<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702023000200017</article-id>
<article-id pub-id-type="doi">10.17227/folios.58-14350</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación mediática, imagen y conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Media Education, Image and Knowledge]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação mediática, imagem e conhecimento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Narváez-Montoya]]></surname>
<given-names><![CDATA[Ancízar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>58</numero>
<fpage>17</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702023000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702023000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702023000200017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una pregunta surge de la tendencia a caracterizar la época actual como la era de la información, de la imagen y de la pantalla: ¿por qué no hemos reemplazado las escuelas con medios y tecnologías? El objetivo de este artículo de reflexión es demostrar que, desde un punto de vista culturalista, tanto la imagen como la escritura alfabética, como formas de codificación, se derivan del lenguaje, son diferentes entre sí y no son reducibles la una a la otra. Además, que ambas son diferentes e independientes de las tecnologías de implementación. Dado que el conocimiento humano es una cuestión de códigos y que la fuente primaria del conocimiento escolar es la codificación alfabética, la educación escolar no puede reducirse a la imagen porque es un código distinto, con características gramaticales diferentes a las del alfabético. Además, la imagen no tiene significado unívoco, por ende, no es efectiva para transmitir los significados unívocos de las disciplinas escolares. Por eso su uso en la educación es limitado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Uma questão surge da tendência para caracterizar a era actual como a era da informação, da imagem e do ecrã: porque não substituímos as escolas por meios e tecnologias? O objectivo deste artigo é mostrar que, de um ponto de vista culturalista, tanto a imagem como a escrita alfabética, como formas de codificação, derivam da linguagem, são diferentes umas das outras e não são redutíveis umas às outras. Além disso, que ambas são diferentes e independentes das tecnologias de implementação. Dado que o conhecimento humano é uma questão de códigos e a fonte primária do conhecimento escolar é a codificação alfabética, a educação escolar não pode ser reduzida à imagem porque é um código distinto, com características gramaticais diferentes da alfabética. Além disso, a imagem não tem um significado unívoco, pelo que não é eficaz para transmitir os significados unívocos das disciplinas escolares. Por conseguinte, a sua utilização na educação é limitada.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación mediática]]></kwd>
<kwd lng="es"><![CDATA[semiótica]]></kwd>
<kwd lng="es"><![CDATA[imagen]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[mediatic education]]></kwd>
<kwd lng="en"><![CDATA[semiotics]]></kwd>
<kwd lng="en"><![CDATA[image]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="pt"><![CDATA[mídia educação]]></kwd>
<kwd lng="pt"><![CDATA[semiótica]]></kwd>
<kwd lng="pt"><![CDATA[imagem]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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