Revistes Publicacions URV: Universitas Tarraconensis. Revista de Ciències de l'Educació> 2014

Educar Mediante las Imágenes de la Barbarie: La Problemática de los Textos Audiovisuales del Holocausto como Herramientas Docentes

  • Identification data

    Identifier: RP:3539
    Handle: https://hdl.handle.net/20.500.11797/RP3539
    Authors:
    Rodríguez Serrano, Aaron
    Abstract:
    Our paper proposes a theoretical exploration of the ethical and historiographical problems involved in the introduction of holocaustic audiovisual texts in the classroom. To do this, we will start a threefold division of the nature of every audiovisual text as an historical document who trigger emotional elements and, finally, an aesthetic concatenation of elements who produce different meanings. In the field of education we will face four specific problems: manipulation, ineffability, fascination and the risks behind a possible denialist reading. Its main novelty is the inclusive relationship of these four issues around educational experiences in different disciplines.

  • Others:

    Author, as appears in the article.: Rodríguez Serrano, Aaron
    Keywords: Holocausto
    Abstract: Our paper proposes a theoretical exploration of the ethical and historiographical problems involved in the introduction of holocaustic audiovisual texts in the classroom. To do this, we will start a threefold division of the nature of every audiovisual text as an historical document who trigger emotional elements and, finally, an aesthetic concatenation of elements who produce different meanings. In the field of education we will face four specific problems: manipulation, ineffability, fascination and the risks behind a possible denialist reading. Its main novelty is the inclusive relationship of these four issues around educational experiences in different disciplines. El presente artículo propone una exploración teórica de los problemas éticos e historiográficos que supone la introducción de textos audiovisuales holocáusticos en el aula. Para ello, se partirá de una triple división de la naturaleza del texto –en tanto documento histórico, disparador de elementos emocionales y concatenación estética de procesos productores de sentido- que arroja, en el ámbito de la educación, cuatro problemas concretos: la instrumentalización, la inefabilidad, la fascinación y los riesgos de ofrecer una lectura negacionista. Su mayor novedad es la relación integradora de estos cuatro problemas en torno a las experiencias educativas en distintas disciplinas.
    Journal publication year: 2014
    Publication Type: info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article