Educar la mirada: Un proyecto de creación audiovisual para sujetos no productivos

2020 ◽  
Author(s):  
Mariano García Plaza ◽  
Marisa Víctor Crespo ◽  
Jesús Ramé López

Multiscreen society bombards us with images about which we can not think, to this is added a technological development that is hast urned us as a issues – receivers of pictures / images in our daily lives. Thus arises a need to deepen the possibilities of emancipation that the current socio-historical landscape can have.“Educar la mirada” we are a group of professionals in education and audiovisual communication that pretend, through film- art and new audiovisual creation devices, to encourage literacy and audiovisual creation for life. We start from work with collectives whose artistic motive has no lucrative interest, such as the public school; hence our interest in non-productive subjects. This project arises from the work carried out by the Trabenco Educational Community ( Public School ) in relation to the environment that exists between childhood and the audiovisual media.Theories of reflection on audiovisual literacy and ways of doing creative people who have a clearer meaning for our approach are: F.P.R Bergala, work CineSinAutor, proposals for Medvedkin, language patterns Alxander and creative crystallizations by authors such as Trier, Rossellini, Rodari, Vigotsky or Svankmajer.This project aims at a careful attention to the audiovisual with the intention of giving it a use beyond stagnant paradigms, where the possibilities we seek are those that make effective the needs and purposes that are given by the collectives themselves.

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


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