La semiosis social 2 has 3 ratings and 0 reviews: Published by Paidos, pages, Paperback. Eliseo Veron, Author: Mariela López Cordero, Name: La Semiosis Social. Eliseo Veron, Length: pages, Page: 1, Published: Eliseo Verón (June 12, – April 15, ) was an Argentine sociologist, anthropologist and Verón has published books on sociology, social psychology, communication and semiotics since the triadic sign theory of Charles Sanders Peirce, on whom he relied to develop his theory of social semiosis ().
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Scientific Research An Academic Publisher. Taking Digital Media to School: A Sociosemiotic Perspective on Educational Portals.
The educational portal Educ. The emergence of this platform was due to the idea of integrating Information and Communication Technologies TIC all over the national education sector 2.
The importance of studying this website relies on the fact we understand that digital media contribute to the construction of identities, and that is the reason why we assume that it is necessary to analyse the various discursive operations and strategies used by teaching platforms.
Although in recent years Latin American national states have been carrying out certain programmes to incorporate educational technologies in classrooms for example, Conectar Igualdad in Argentina, Enlaces in Chile, Huascaran in Peruas Dussel and Quevedo . In effect, mass media and new technologies are currently destabilising the social function of school as the only source of valid knowledge. Our research hypothesis is based on two assumptions: We could even say that educational portals are not being used to its full potential, since analogical devices such as textbooks still have greater legitimacy as educational tools, on the one hand, while on the other hand the digital media are still seen as if they only could be related to fun or entertainment.
That is the reason why we might think that the design of educational portals and other pedagogical platforms is not exploited enough at present.
Finally, our interest in carrying out this research responds to the fact that there are few studies 3 on educational portals within a discursive perspective.
La semiosis social 2 by Eliseo Verón
In this sense, the Theory of Social Discourses claims that all social processes can be defined by a set of socio-historical conditions, and that the traces of those processes appear in texts under the form of marks. We should notice that the recognition of those traces will depend on the symbolic capital of the analyst. We will also use methodological tools proposed by the Argentinian researcher Steimberg   in relation with the three levels of textual construction this author suggests: Following the proposals of Bremond and Durand, Steimberg indicates that the rhetorical level should not be understood as something that corresponds to ornamental elements of discourse, but as an essential dimension of any act of meaning making that covers all of the mechanisms involved in the production of any kind of text for example, sequence organization, incidental music, adjectives used, among others.
Furthermore, based on the proposals of Segre, Steimberg defines the thematic level as the situations and actions that respond to representations schemes historically related and previous to the text: The definition of this situation could include According to the first observations that we could make of the Educ.
Now, the question we have to ask is the following: In the first place, we can observe that Educ. Certainly, this structure is in accordance with common features of the Internet.
On this page, there are a multiplicity of content such as literary works, news, educational videos and other elements that links the Educ.
There are also promotions of some specific science magazines for teachers and certain television channels that belong to the national state DeporTv or Pakapaka. In order to describe the homepage of Educ. Therefore, its content could be organised into three semantic fields: At the beginning of the school year, we can see that there usually are some photographs related to this fact in the educational portal including schedules, useful data and some educational materials to prepare lessons.
During the school year, there are some diversified components, such as interviews with writers or specialists, educational games, tools for improving the use of technologies in the classroom, educational news and resources to teach some historic dates.
Finally, during the school break, images all over the digital platform tend to show some extra-curricular issues related to tourism, road safety, leisure time and holiday experiences narrated by the students themselves. To illustrate this idea, we chose the cover page corresponding to school break time:. Also, this picture is accompanied by the following note: As we can see, there are some confusing discursive constructions on this resource: We believe that this logic of discontinuity may produce an uncertainty effect on those who surf the website.
However, the structural logic of the website has some problems. For example, we still notice there are logical discontinuities between the resources hosted and the section on which they are located, because the mixing of materials aimed at students and materials aimed at teachers.
Furthermore, resources provided on the educational platform do not develop the interactive features that digital devices present to users. On the contrary, these resources are distributed linearly and sequentially, that is, in the same way they could be displayed in textbooks.
In this sense, we can notice the presence of a strong argumentative discourse that builds the figure of a citizen-addressee committed with the national vehicular safety. The Homepage and Its Addressees: Limits and Possibilities of Technology Inclusion. In the case of Educ. Within them, each addressee has a specific group of tabs which are identified, in turn, with different colors and cover images green for teachers, violet for families and blue for students: Now, the questions we must ask is the following: Does it promote the exercise of a critical reflection on the materials available?
The teacher-addressee section is indicated with the colour green and it includes the following tabs: At the rhetorical level, the picture helps to make a metaphor based on a metonymic operation: This meaning effect responds to the appearance of certain elements semiosus the page that refer to building materials such as bricks, a sociak and a tape.
La Semiosis Social : Eliseo Veron :
From Figure 4we can see that the picture is accompanied by the following semisois Besides being an administrative requirement, why and what for design a lesson plan? Here, the linguistic text invites teachers to appreciate planning and not to think of it only as a bureaucratic requirement.
In this sense, the figure of the teacher-addressee is drawn as an active and critical subject, who can overcome obstacles to make school activities meaningful and, principally, productive.
This ceron that, inside the teachers section, we can also find the figure of an enunciator subject that installs behavioral patterns in relation to teaching.
It allows us to anticipate, foresee, organize and decide courses of action This procedure implies two ways. The Russian theorist says:.
As we can see, the argumentative-pedagogical strategy that characterises the Educ. The family-addressee semiosks is indicated with the colour violet and it includes the following tabs: Here we can observe that linguistic texts carry out a function of relay Barthes  as they add meaning to images.
From Figure 5we can see that there are three people of different ages using electronic devices: Here, the school veroj seems to be displaced to family life, private space and, possibly, leisure time. On the other hand, the linguistic text that accompanies the picture says: Not only kids use and introduce technological innovation into families, but we all work together to integrate them into our daily lives.
We can infer that this linguistic text tries to install the idea of incorporating family to the different technological processes.
Sometimes, when we say that they are staring at a computer screen all day Here, docial persuasive strategy unfolds on a two-way street: In consequence, teaching is also extended to old people, stressing, in this case, the advantages that sharing technology with the family would have, at semuosis same time the enunciator tries to install a behavioral habit that allows to relieve conflicts between generations.
The student-addressee section is indicated with the colour blue and it includes the following tabs: As we can see, most of those designations respond to the conative function of language Jakobson at the same time they introduce an element that is not founded on the other sections: Following the argumentative logic that overpass the educational portal, we can notice the existence of a particular dialogue between the enunciator and the addressee: From Figure 6we can see that pictures are colourful and represent the stylistic modalities of a videogame.
The linguistic text under the image says: In this case, we see a clear interest on transmitting information that goes beyond school content. The discursivity presented on this section proposes to stand out two aspects that have a correlate with the argumentative logic that we have been describing through this paper: We notice a sort of interest to encourage the creativity of young users, in order to promote Argentine scientific and technological development.
Under this section there are various videos that include different testimonies from people related to the design and development of technology devices, in order to proof and encourage their existence.
Here we must ask: Are there plural identities? Could we think that all young people want to involve themselves with a scientific and technological vocation? Throughout this paper, we tried to describe the discursive function of Educ. Additionally, there were two reasons for our interest in carrying out this study: At this point we should ask whether this digital device has been being used in significant ways, that is, if we have been taking full advantage verron its hypertext, multimedia, and interactive features.
Based on these questions, we will now outline the limitations of Educ. In this sense, its discursive strategies represent a double-edged sword because, although there is an intention to take advantage of multimedia device features and transcend the limitations imposed by analog media, there are certain restrictions on the organization and presentation of the materials.
This is why it would be important to change that kind of configuration, placing elements all over the screen in a circular way and also improving the semantic precision of sodial and captions, in order to give a specific identity to each document. In the case of the student-addressee, we noticed that the representation of young people was related to the idea of sociak innovative scientist who aspired to productive and technological knowledge.
Furthermore, we found that Educ. La semiosis social 2: Santillana, Buenos Aires, Revista Digital Universitaria, 14, Hacia un aprendizaje inmersivo. Del Pacman a la gamification, Barcelona, Eterna Cadencia, Buenos Aires. Aprendizaje infantil en la era de la cultura digital.
The paper is not in the journal. Maria Agustina Sabich 1,2,3. Our general hypothesis is based on the idea that, initially at least, the use of educational portals may be inefficient because of the lack of structure, organization, and quality in the resources available from the digital platform Educ.
In this sense, on the one hand, we might even say that educational portals are not being used to their full potential, since analogue devices such as textbooks still have greater legitimacy as educational tools, while sekiosis the other hand, the digital media are still seen as if they only could be related to fun or entertainment.
Therefore, in this paper we will describe the formal aspects in the design of Educ. In the end, we will try to suggest some considerations to improve the formal structure of this educational portal.