Entre dispositivos. Currículo y Tecnología

  • Camilo Páez Vanegas
Keywords: Photography education ; Photography in Colombia ; Dispositif ; Apparatus ; Learning ; Curriculum

Abstract

The undeniably close relationship between photography and technology has created a convoluted curriculum that tends to be outdated. This condition means that photography programs continue to inherit structures from other curricular traditions, denying them the possibility to construct their own content in the field, which causes an endogamous visual phenomenon in which trends are constantly repeated, something which is typical of these times in which political and economic systems societies made up not of citizens but rather consumers. The alternative is to investigate the context and change this invisible curriculum to one that is active and which permeates the institutional structure and connects it to the everyday.

References

Agamben, G. (2011). ¿Qué es un dispositivo? Sociológica, 26 (73)(Mayo-Agosto), 249–264.

Bertrand, Y., & Houssaye, J. (1999). Pédagogie and didactique: An incestuous relationship.

Instructional Science, 27(1/2), 33–51. https://doi.org/10.1023/A:1003026309033

Brea, J. L. (2010). Las tres eras de la imagen : imagen-materia, film, e-image. (Akal, Ed.). Madrid.

Fisher, M. (2017). Realismo Capitalista : ¿no hay alternativa? Buenos Aires: Caja Negra

Editores.

Goodson, I. (2000). El cambio en el currículum. Barcelona: Octaedro.

Gutiérrez Jiménez, E. (2016). Material digital y creación artística. Universidad Nacional de Colombia. Sede Bogotá. Retrieved from http://www.bdigital.unal.edu.co/54303/

Hamilton, D. (1999). The pedagogic paradox (or why no didactics in England?). Pedagogy, Culture and Society, 7(1), 135–152. https://doi.org/10.1080/14681369900200048

Hobsbawm, E. J., & Ranger, T. (2012). La invención de la tradición. Barcelona: Crítica.

Lave, J., & Packer, M. (2011). Hacia una ontología social del aprendizaje. Revista de Estudios Sociales No.35, (40), 12–22. https://doi.org/10.7440/res40.2011.02

Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. (M. Espíndola & C. Alfaro, Trans.). Cambridge [England] ; New York: Cambridge University Press.

Lave, J., Wenger, E., Espíndola, M., & Alfaro, C. (1991). Situated learning: legitimate peripheral participation. Learning in doing. Cambridge [England] ; New York: Cambridge University Press.

McWilliams, M. (2009). The Historical Antecedents of Contemporary Photography Education: A British Case Study, 1966–79. Photographies, 2(2), 237–254. https://doi.org/10.1080/17540760903116697

Smith, P., & Lefley, C. (2016). Rethinking photography: histories, theories, and education. New York: Routledge.

Watney, S. (1984). Photography – Education – Theory. Screen, 25(1), 67’73.

Wenger, E. (2001). Comunidades de práctica: aprendizaje, significado e identidad. Paidós.

Published
2020-09-01
How to Cite
Páez Vanegas, C. (2020). Entre dispositivos. Currículo y Tecnología. Cuadernos Del Centro De Estudios De Diseño Y Comunicación, (93). https://doi.org/10.18682/cdc.vi93.3855

Most read articles by the same author(s)

1 2 > >>