LAS IMÁGENES DIGITALES COMO OBJETOS SIMBÓLICOS: UN ANÁLISIS SOBRE SU IMPACTO EN EL APRENDIZAJE INFANTIL

Autores/as

  • Gabriela Raynaudo Instituto Rosario de Investigaciones en Ciencias de la Educación IRICE (CONICET-UNR)
  • Olga Peralta Instituto Rosario de Investigaciones en Ciencias de la Educación IRICE (CONICET-UNR)

DOI:

https://doi.org/10.22370/ieya.2022.8.1.2885

Palabras clave:

aprendizaje, infancia, objetos simbólicos, imágenes, dispositivos digitales

Resumen

Gran parte de lo que se aprende en la infancia, y más allá, está mediatizado por objetos simbólicos. Los objetos simbólicos poseen soportes diversos y en el último siglo se sumaron los soportes digitales. El presente trabajo primero analiza conceptos clave para comprender a las imágenes digitales como parte del mundo de los objetos simbólicos. Luego, realiza un recorrido que comienza con investigaciones empíricas que abordaron el aprendizaje con imágenes de video por parte de niños pequeños hasta llegar a estudios más recientes sobre aprendizaje mediado por imágenes de dispositivos móviles. Se incluye un análisis de las variables que pueden incidir en el aprendizaje. Finalmente, el artículo propone lineamientos para el aprendizaje con dispositivos móviles en la infancia, haciendo especial hincapié en el rol del adulto como mediador por excelencia.

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Biografía del autor/a

Gabriela Raynaudo, Instituto Rosario de Investigaciones en Ciencias de la Educación IRICE (CONICET-UNR)

Becaria Doctoral del Consejo nacional de Investigaciones Cientificas y Técnicas (CONICET)

Miembro del Proyecto de Investigación y Nuevas Tecnologías (PENT/FLACSO).

Olga Peralta, Instituto Rosario de Investigaciones en Ciencias de la Educación IRICE (CONICET-UNR)

Investigadora Superior del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

Profesora Titular de Psicología Educacional - Universidad Abierta Interamericana

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Publicado

2022-05-25

Cómo citar

Raynaudo, G. y Peralta, O. (2022) «LAS IMÁGENES DIGITALES COMO OBJETOS SIMBÓLICOS: UN ANÁLISIS SOBRE SU IMPACTO EN EL APRENDIZAJE INFANTIL», Revista Infancia, Educación y Aprendizaje, 8(1), pp. 93–104. doi: 10.22370/ieya.2022.8.1.2885.

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