Libro

MEDIA LITERACY AND INTERCULTURAL DIALOGUE
Strategies, Debates and Good Practices
better human beings and to learn how to learn, prefer to focus on the
accumulation of themes in our memories.
Today's education cannot continue in this path, as many authors have noted,
we must begin asking ourselves what human beings need to be competent
today. If we continue this industrialized constrained learning scheme, silent as
parents, as teachers and ministers, education will remain away from the
construction of knowledge through meaningful processes that provide students
with an advanced metacognition. We need people able to receive information,
to process it and have an opinion about it.
3. “I understand my environment, I analyze it and do something about it”
"The individual that through visual education develops its perceptual and
analysis abilities up to an independent capacity of observation will transfer this
attitude inevitably to other areas and other sectors. The goal will not be
evidence only in his or her improved visual observation skills, but in a much
more acute environmental approach” (Canales, 2003:14).
Ludica Audiovisual Centre for children and adolescents propose a way of
learning where games and experimentation are the bases of filmmaking
learning. We will analyzed Film Basic Level Workshop for children and
adolescents, where the scheduled game serves as an introductive metaphor of
the theory, involving the student in the construction of knowledge, guided by a
teacher who invites to discover the spaces that form audiovisual creation,
placing children at the heart of understanding the environment, analyzing it,
thereby strengthening the generation of a particular point of view and organize
their ideas as a communicative act, articulating a speech using images and
sounds.
"Media literacy is the process of teaching and learning about media, media
literacy is the result: the knowledge and skills acquired by students. (...) Media
literacy implicates necessarily peopleo who can read and write in media.
Therefore, media education aims to develop both critical understanding and
active participation. (...) The media education revolves around the development
of critical and creative skills of young" (Buckingham, 2005:21).
3.1. What is Ludica?
Ludica-Audiovisual Centre for children and adolescents is created with the
primary focus of providing students the opportunity to approach a form of
audiovisual communication, finding here the basic theoretical issues with a
simple language organized in formats specially created for them so that they
can to perform their own contents.
Since April 2009 Ludica becomes the first private space dedicated to
audiovisual teaching for children and adolescents aged 9 to 14 years in Perú.
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