Creando Mundos

Abstract

This book arises from my experiences as a student of the BA in Audiovisual Art Design, language teacher

audiovisual in high school and my practice as a communicator feminist dora.

In this journey I have felt the need to materialize this confluence in a bibliographic material in which they coincide aspects of audiovisual language organized according to the teaching practice, and crossed by an approach with perspective gender and respect for indigenous communities.

It was such an experience as a student, teacher and communicator. ra, the one that inspired me to think about the need to make visible

the ways in which the mechanisms of production of content with the speeches we produce and reproduce. In this way, and understanding audiovisual communication as enabling tool to create and re-create other worlds, it is also requires a reflection on these, and, in the midst of so much visual consumption of the time and culture in which we live,

a critical approach to how stories are defined, who enunciated them, from what positions and with what conceptions

of recipients are made.

In this sense, this book is organized around three possible readings:

In the first place, a didactic resource will be found that enables the development of an audiovisual production with an appro- ximation to own tools, techniques and procedures

language, with short, precise definitions and illustrations that allow to complete the understanding of what has been developed. Second, there will be a meta-story in scripted form that serves as a pretext to exemplify and deepen these resources,

unfolding a fiction that takes place in a Patago- unique with a group of students and their teacher, who take

carry out a project full of intrigue and challenges. Third, it sneaks between words and pictures, a way

representation of the world, which seeks to get out of the binary and sexist patterns that characterize the links between

people in our culture, as well as a teaching practice of recovery of native cultures, from a perspective of visibility and problematization, highlighting the structuring principles of any language: the logics of the representation. In this way, it will be possible to observe on the one hand that the content is mainstreamed by the gender perspective both in the ways of representing characters and their identities, their names, their roles and their personalities in the development of

script, as well as the use of non-binary language. On the other hand, den- another part of the script, the problematization of a way of being

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culture that recovers ancestral practices from working with biographies anchored in the territory in which the story takes place. Likewise, a conception of identities can be observed of young people and adolescents who move away from stereotypes dominant, understanding them from a leading place, with significant and fundamental stories for the construction of new knowledge, and carriers of a great capacity for creation and imagination, of ways of being and being being1. It is the intention of the representation created in fiction, to propose the questioning of the teaching role and an approach not adult-centered, aware of the generational difference as

one of the mechanisms in which our culture reproduces leadership richer people and knowledge, position from a place

listening and appreciation of words, searches, decisions and youth identities2.

Finally, and articulating the approaches described with the content more technical nest of the book, it is intended to contribute towards an edu- cation for real access to technologies, assuming a role

critical teacher, whose purpose lies in the teaching of the

strategies for reading and interpreting content, in addition more of your consumption.

This material seeks to become a resource for teachers who

resort to audiovisual language in school projects, making emphasizing the need to ask ourselves, each time, about

the representations that are put into play. Understanding that the audiovisual language makes it possible to imagine and create other realities and fictions where heteronorm and monoculturalism are not naturalized mechanisms of obstruction of possibilities or elections, it is proposed here as a methodological possibility and, in turn, as an opportunity to address content of any field of knowledge, due to its potential for a critical and mobilizing thinking of the collective co-creation of other possible worlds.