Conceptualization

Educommunication does not start with the reading of the media but with the communication processes that sustain and enrich the practice of communicative action . 2 It is about favoring the integral formation of social partners that build in relation to others the dialogic and critical sense of their own essence as a person 3 and their realization in the commitment and social leadership that they should assume and ensure: dynamicity, transformation and mutation of children, young people, environments and scenarios from the communication processes that develop in the nascent digital culture in which we find ourselves.

It is interesting to reflect on the educommunication paradigm, such as the possibility of building new imaginary that express the novelty and dynamicity of the communication that assumes it as a critical reading of the communicative processes 4 in which we move. Educommunication is an interdisciplinary and interdiscursive, emerging field of social practices, which assumes concepts from other fields such as philosophy, anthropology, communication, education, being of relevant significance the openness and dialogue that develops in the face of different conceptual positions such as For example, the principles presented by Edgar Morín 5 from the reality of complex thinking, educommunication being a practice of complex thinking that looks at the person from a humanistic philosophy as being ontologically integrated for the encounter 6 .

From the moment in which the communication happens to be read critically, new proposals are assumed and developed, of innovative changes for the convergent educational-communicative process, as well as for the development of thought, the construction of knowledge, the formation of youth and the Training of social partners, in the dynamicity of relationships that develop. This is how it can be said that it was from the social dialogue that the conceptual approach of educommunication was reached and it is from the social dialogue that progress should be made in the polysemic construction of the concept.

The great research lines that support the raison d'être of educommunication as a contemporary paradigm of polysemic language, are those that, from the transformation of social imaginary, respond to the need to know how to inhabit the nascent digital culture with everything that emerges from it. , in terms of forms, new languages, manifestations, dynamics and communicational, social, religious processes simultaneous and conscious, with the purpose of integrating and generating effective reforms that promote a better quality of life and relationship in the new generations.

This is how it makes sense to deepen the significance of roads that offer timely arguments to the need to approach digital culture. This is one of the challenges that the approach of educommunication research recognizes because "Media and technologies are for young places of personal development that, however ambiguous and even contradictory, makes them their own territory." 7 Thus, educommunication must be assumed from a conceptual approach that places it as “ a new interdisciplinary field with its own theoretical and methodological references” , 8 characterized by the attitude of permanent search, of conceptual responses to new social, cultural contexts, communicational in contemporary society.

From this reflection it is possible to understand Ismar de Oliveira by holding as “ The new educational cyberspaces imply a spectacular advance and at the same time ... oblige the educators to be more aware of the dialogic, solidary, personal and intercultural sense and clearly differentiate the communication of the field of devices, programs ... to focus on social and personal processes, collective reflection, participation and the common and creative search for solutions to the near and distant problems of the world ... " . 9

The educommunication methodology has as its first engine the encounter that forms and transforms, which establishes networks in the diversity of experiences, creates a climate of interactions and respect for the contexts, scenarios, processes that are gestating10, taking into account the richness and heterogeneity of who interact in formal and non-formal educational spaces and environments.

The formation of edu-communication ecosystems in the logic of the proposal generates balance, harmony and convergence, from the simultaneity of processes and experiences, in such a way the link between theory and praxis in the conscious and participatory experience that, following the thought of Barranquero 11 ( 2007), ensures the search for collective and dialogic articulations based on the use of communication processes and tools, guarantee the progress and the integral formation of the person, substantially improving the quality of the communication and meeting processes, which are developed in The training experience.

This innovative methodological strategy has as characteristics in the praxis the personal responsibility of all the members of the educational communities, the institutional belonging and the wealth of the contribution that from the history itself can be offered, thus promoting an empathic environment, of valuation of the differences and assumption of tasks according to the potential that each can offer. 12 It is found that it is not possible to talk about educommunication without the identification of indicators that ensure the transformation of the person in all its dimensions and guarantee the quality of the social partners that are accompanied in the processes, from the educational - communicative field, in the different scenarios where communicative action takes place.

On the other hand, collective construction entails the application of a series of collaborative work strategies from the educommunicative approach: critical analysis, debates, peer work, dialogue, collaborative research, study documents, discussion groups, collective construction, among others. , all seek convergence, in a serene climate, not of competition but of reception, listening and mutual enrichment. ... " Bearing in mind that the constituent elements of the ideology translated by the concept of educommunication ... They are productive, creative and collaborative coexistence ... with information technologies and, thirdly, the management of communication processes within the educational ecosystem ... ” 13

At this point the educommunication praxis not only leads to transit through the new methodology in the experience of communication processes and in the communicative action itself, but proposes what favors educators, animators, communicators, children and adolescents and that makes it possible to inhabit the culture emerging digital, with personal responsibility and social commitment, promoting circular, open and committed dialogue in the encounter with the other.

Educommunication is an open and flexible model, with antagonistic and convergent views that enrich the body of doctrine from the different approaches in which they are approached, it is not about “more of the same” but that the prophetic force of relationships is recognized communicative in the construction of a new social order called to lead spaces of critical understanding, social transformation and collective work. Freire and Kaplun, considered by many parents of educommunication develop totally different experiences in autonomous fields but intimately related by the same nature of the formative exercise, educating, as the right of all and not the privilege of some, and educating from the principle of equity in the one that “everyone has a voice” everyone has the right and in the sense that the principle of dialogicity is the engine from which the network of relationships that generate new spaces for the construction of shared knowledge is built.

The transversal discursive argument of educommunication allows us to discuss the diversity of experiences and thinking of authors who, from their own experience, develop a peculiar look at educommunication, they only enrich the conceptual framework in which reflection and systematization are founded. about the topic. Fuenzalida in Chile based on the television experience itself the conception of educommunication, such as the ability to form audiences, critical thinking and the confrontation of ideas, the approach advocated is Education to communication, from the media with emphasis on critical training, contextualized in the complex scenarios that are presented in Latin America. 14

Another is the look offered by Jesús Martín Barbero, Spanish-Colombian who offers a different approach to Fuenzalida by focusing on educommunication from the complexity of mediations, as a communicational proposal evidenced throughout his own experience, the contexts are those that communicate the manifestations of popular culture, that which is gestated and grows in the simplicity of the people and that gives strength to the word, transformation and mediations. fifteen

Reading the daily life of the cultural experience strengthens the idea that communication processes that require respect for reality as well as it is presented, since without a minimum recognition of the cultural matrices of the different social sectors, it is not possible to form social partners committed to the history and cultural heritage. Francisco Gutiérrez 16's approach to educommunication is based on the sense of collaborative work, total communication and the importance of listening, dialogue, collective construction, learning as a social experience, all of which requires meetings that generate knowledge and transmit spaces of relationship and social transformation, it is from this perspective that educommunication is welcomed and strengthened as a new paradigmatic reference in the framework of the history of communication processes in various parts of the world.

For Prieto Castillo 17 the significance and relevance of educommunication lies in its identity as an educator who seeks to meet others as an educational style and communicative principle, educommunication referred to pedagogical mediation is recognized as a strategy of vital importance to form social partners with Healthy leadership and citizen identity, to the history itself, and to the world to which it belongs. In this sense, Pope Francis when speaking of human ecology states: " In this universe, made up of open systems that come into communication with each other ... it is possible ... to discover countless forms of relationship and participation ..." 18 , as well as with the diversity of Latin American social environments.

 

The richness of the diversity of thoughts, looks, emphasis that participate in the epistemological construct on educommunication can be affected by the dispersion of the argument that sustains it, however there are common points that each of the educommunication theorists recognize in a veiled or direct but that in the systematization process is seen as anchors19 that guide the north of the argumentative and systematic construction process of this paradigm.

 

to. Dialogicity as an educommunicacion principle , it is from here that you have to think and work in educommunication from the beginning of the dialogue that humanizes us and favors the encounter, proximity, the ability to enter into an ontological relationship with the other. The profile of a dialogic educator, of a dialogic communicator, the space in which both the communicator and dialogic educator meet, becomes, in line with this reflection, in educommunication.

b. Praxis of social commitment: From the Latin American roots of educommunication, common work is presented, as an environment that generates social commitment and change, in improving the quality of relationships. A coherent practice of a communication interested in citizen action, and often produced from the perspective of the Dialogue, and that is in memory as a reference evidenced in praxis, Freire's thought, which generated a tissue and educational educational communication proposal. social, democratic, open and transformative commitment.

c. In dialogue with other disciplines: Educommunication is in the possibility of entering into dialogue with other thoughts and disciplines, the theory of complexity, sentient intelligence, the strength of collaborative work and social projects, theology from its various reflections, with the purpose of contributing to the foundation of social praxis and the possibility of supporting and generating new communicative processes that take into account the diversity of styles, voices, emphasis and collective achievements from an anthropological perspective that defines the person as being for the meeting.

d. In the methodology of interdisciplinary collaborative projects: Educommunication favors the framework of relationships that seek to promote experiences of collective construction in the diversity of perspectives in which they develop from the practice, work from the practice of projects, and this is a of the possible actions of the pedagogy of communication.

and. Training for the communicational transformation of educational spaces The nodal principle that ensures a new edu-communicational view of the world and its relationships, invites us to stop at the reflection of how significant the experiences are and their relationship with others that transform the contexts and scenarios in which they are inhabited, you cannot think of a methodological theory that does not lead to transformation, to encounter with the other, to qualitatively improve the level of relationships and interactions in which you seek to grow as a person, as a harmonious, balanced, open society to the challenges of contemporaneity.

The edu-communication environment in formal and non-formal educational spaces must promote the interaction of forms and verbal exchange between group members. valuing the individual contribution, promoting the development of personal and team skills, creating synergy by taking advantage of the knowledge and experience of the members, thus demonstrating the significance of the four knowledge proposed by Delors: learn to be, learn to learn, learn to know, learn to live together 20 .

The digital culture in which we are immersed as migrants who accompany the training process of “digital natives” demands to be part of the network, with its own space in it that is presented as the identity card in the network21 and the possibility of socializing a proposal open to enrichment not only conceptual but above all methodological and shared learning. This proposal of presence in the network, not of cables or satellites, but of meeting and mutual help, will allow to transform contexts and scenarios from the edu-communication perspective, under the approach of the Aparecida document in which, recognizing the significance of the communicative ecosystem of society At present, the church and its pastors publicly commit themselves to make a path with the communicators, accompanying and encouraging initiatives in this field, which implies a considerable and qualitative change of mentality. 22

In this way it is possible the effective realization of the main goal of the project that is presented as the possibility of Articulating 23 processes, intervention areas and transversal axes of Educommunication in the solidary development of children and adolescents in Latin America and the Caribbean, with emphasis on the prominence of the community, open to critical and constructive dialogue with the new sociocultural scenarios, generating dynamic and democratic communicative ecosystems at the service of the common good 24 . Educommunication as a methodological theory in communicative praxis, infers a convergent vision in the educational process and that favors the integrality of the educational fact as a communication style, being an autonomous field of social relationship favors the complex fabric of the encounter and human relationships ensuring a better quality of life and the sense of belonging and responsibility with the history itself.

 

1 Cf. Pope Francis No. 81

2 Cf. Ismar de Oliveira unpublished interview, inter-institutional team CELAM-SIGNISFMA 2014.

3 Cf. APARICI and others 2010, Educommunication beyond 2.0, Cap. 1 Editorial Gedisa, Barcelona, Spain.

4 Cf. Ismar de Oliveira unpublished interview, inter-institutional team CELAM-SIGNISFMA 2014.

5 Cfr. Morin, (2009) E. Introduction to complex thinking, Editorial gedisa.

6 Cf. MOLLO R., (2015) Navigating the new continent of education-communication: educommunication a strategy for the meeting

7 MARTÍN BARBERO, Jesus. ? Prologue ?, in BACHER, Silvia. Tattooed by the Media, Dilemmas of Education in the Digital Age, Buenos Aires, Paidós, 2009, p. 14.

8 Cf. SOARES DE OLIVEIRA, Ismar 2002, Networks, management and citizenship, pg. 100 an analysis from the communication Ed. Abya Yala, Quito- Ecuador

9 Cf. SOARES DE OLIVEIRA, Ismar 2013, Interview, Magazine Communicate https://revistacomunicar.wordpress.com/2013/03/06/aularia-entrevista-a-ismar-de-oliveirasoares-en-torno-a-la- word-in-practice-of-educommunication /.

10 Cf. ROMANI COBA (coordinator and others) Invisible learning towards a new ecology of education, 21st century transmedia collection

11 Cfr BARRANQUERO, Alejandro, 2007,? Concept, instruments and challenges of educommunication for social change ?, in: Comunicar, Vol. XV, No. 29, University of Huelva.

12 Cf. Educommunication work documents.

13 Cf. SOARES DE OLIVEIRA, Ismar Participatory media education: the perspective of the Degree in Educommunication, USP - Brazil http://www.educacionmediatica.es/comunicaciones/Eje%202/Ismar%20de%20Oliveira.pdf 12

14 Cf. Fuenzalida, (2014), Unpublished interview with the SIGNIS CELAM FMA interinstitutional team.

15 Cf. Barbero J (2014) Unpublished interview with the SIGNIS CELAM FMA interinstitutional team.

16 Cf. Gutierrez, Fr. (2014) Unpublished interview with the SIGNIS CELAM FMA interinstitutional team.

17 Cf. Prieto C. (2014) Unpublished interview with the SIGNIS CELAM FMA interinstitutional team.

18 Pope Francis, Laudato Yes ?, No 79

19 Cf. Ismar de Oliveira unpublished interview, inter-institutional team CELAM-SIGNISFMA 2014.

20 DELORS Jacques, 1997. Education contains a treasure: report to UNESCO of the International Commission on Education for the 21st Century, Ed. UNESCO Courier

21 APARICI R. 2010 Educommunication beyond 2.0, Gedicia editorial, Bogotá Colombia

22 Cf. Aparecida document. Ed. Paulinas No 486

23 Cf. MOLLO R., (2015) Navigating the new continent of education-communication: educommunication a strategy for the meeting.

24 Cf. Objective of the articulation project of educommunication in the solidarity development of children and adolescents in Latin America.