Noción de la educomunicación en las organizaciones intergubernamentales

Vivat Academia. Revista de Comunicación. 15 September / 15 December, 2019, nº 148, 23-40 ISSN: 1575-2844 http://doi.org/10.15178/va.2019.148.23-40 23 RESEARCH THE NOTION OF EDUCOMMUNICATION IN INTERGOVERNMENTAL ORGANIZATIONS Noción de la educomunicación en las organizaciones intergubernamentales Mari Carmen Caldeiro Pedreira1. University Santiago de Compostela. Spain. [email protected] Ángel Torres-Toukoumidis. Salesian Polytechnic University. Ecuador. [email protected] Luis M. Romero-Rodríguez. Rey Juan Carlos University. Spain. [email protected] Ignacio Aguaded. University of Huelva. Spain. [email protected] ABSTRACT This research analyzes the notion that the main international organizations of multilateral character have on the concept of educommunication (media literacy), by means of the correlational extract and analysis of content of interpretative base of 2.648 information units from 12 organizations, both regional and transcontinental, including the United Nations, the Organization for Economic Cooperation and Development, the Arab League, the International Organization of la Francophonie, the Community of Portuguese-speaking Countries and the Organization of Ibero-American States, African Union, European Union, League of Arab States, Commonwealth of Independent States, Organization of American States, Commonwealth of Latin American and Caribbean States, Union of South American Nations, Association of Southeast Asian Nations, Cooperation Council for the Arab States of the Gulf and Pacific Islands Forum. Regarding the main results, it is evident that 83% of the organizations analyzed, except in the Community of Portuguese Language Countries and in the African Union, the convergence of the educational and communicative context, is specifically presented 1 Mari Carmen Caldeiro Pedreira: PhD in Communication and Education from the University of Huelva (Spain). Master in Teacher Training from the University of Santiago de Compostela (Spain). Professor of Pedagogy and Didactics of the University of Santiago de Compostela (Spain). Received: 11/07/2018 --- Accepted: 29/04/2019 --- Published: 15/09/2019 Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 24 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 under the terminology “media education”, which influences the formulation of domestic policies through the proposal of incentives and restrictions that affect decision making at the governmental level, alluding to the continuous change and the dynamic construction of identity. KEY WORDS: media literacy – intergovernmental organizations – content analysis – digital media – ICT – educommunication – government. RESUMEN La presente investigación analiza la noción que tienen las principales organizaciones internacionales de carácter multilateral sobre el concepto de educomunicación (media literacy), mediante el extracto correlacional y análisis de contenido de base interpretativa de 2.648 unidades informativas de 12 organismos, tanto de carácter regional como transcontinental, entre los que se encuentran la Organización de las Naciones Unidas, Organización para la Cooperación y el Desarrollo Económico, Liga Árabe, Organización Internacional de la Francofonía, Comunidad de Países de Lengua Portuguesa y Organización de Estados Iberoamericanos, Unión Africana, Unión Europea, Liga de los Estados Árabes, Comunidad de Estados Independientes, Organización de Estados Americanos, Comunidad de Estados Latinoamericanos y Caribeños, Unión de Naciones Sudamericanas, Asociación de Naciones del Sureste Asiático, Consejo de Cooperación para los Estados Árabes del Golfo y Foro de las Islas del Pacífico. En cuanto a los principales resultados se evidencia que 83% organizaciones analizadas, salvo en la Comunidad de Países de Lengua Portuguesa y en la Unión Africana la convergencia del contexto educativo y comunicativo, específicamente se presenta bajo la terminología “educación mediática”, lo que influye en la formulación de políticas domésticas mediante el planteamiento de incentivos y restricciones que afectan la toma de decisiones a nivel gubernamental aludiendo al continuo cambio y la dinámica construcción de la identidad. PALABRAS CLAVE: alfabetización mediática – organizaciones intergubernamentales – análisis de contenido – medios digitales – TIC – educomunicación – gobierno. NOÇÃO DA EDUCOMUNICAÇÃO NAS ORGANIZAÇOES INTER-GOVERNAMENTAIS RESUME A presente investigação analisa a noção que tem as principais organizações internacionais de caráter multilateral sobre o conceito de educomunicação (media literacy), mediante o estrato de correlação e analise de conteúdo de base interpretativa de 2648 unidades informativas de doze organismos, tanto de caráter regional como transcontinental, entre os que se encontram a O.N.U., Organização para a Cooperação e Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 25 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 o Desenvolvimento Econômico, Liga Árabe, Organização Internacional da Francófona, Comunidade de países de língua portuguesa e Organização de estados iberoamericanos, Union Africana, Union Europeia, Liga dos Estados Árabes, Comunidade de Estados Independentes, Organização de Estados Americanos, Comunidade de Estados Latino-americanos e Caribenhos, União de Nações Sul-americanas, Associação de Nações do Sudeste Asiático, Conselho de Cooperação dos Estados Árabes do Golfo e Fórum das Ilhas do Pacifico. Enquanto aos principais resultados evidencia-se que 83 por cento das organizações analisadas salvo na Comunidade de Países de Língua Portuguesa e na União Africana a convergência do contexto educativo e comunicativo, especificamente se apresenta sobe a terminologia ¨Educação mediática¨, o que influi na formulação de políticas domésticas mediante a proposta de incentivos e restrições que afetam a toma de decisões a nível governamental aludindo à continua mudança e a dinâmica construção da identidade. PALAVRAS CHAVE: alfabetização mediática – organizações intergovernamentais – analises de conteúdo – meios digitais – TIC – educomunicação - governo. How to cite the article: Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. (2019). The notion of the educommunication in intergovernmental organizations. [Noción de la educomunicación en las organizaciones intergubernamentales]. Vivat Academia. Revista de Comunicación, 148, 23-40. DOI: http://doi.org/10.15178/va.2019.148.23-40 Recovered from http://www.vivatacademia.net/index.php/vivat/article/view/1127 1. INTRODUCTION The hypermedia context in which we live conditions not only human relationships but also the education and training of the subjects. Formal, non-formal and informal education, the latter being free of an organized, systematic activity that takes place outside the educational system, contribute to the development of the identity of citizens. The fact that the use of new technological devices is institutionalized as a means of communication or that Internet connections are made in an unstoppable way on a global scale determines the conformation of the identity of the population using these media. To a certain extent, we are witnessing a moment in which “infoxication” and “infopollution” become bulwarks of an increasingly digitalized society (Aguaded and Romero-Rodríguez, 2015). The digital identity, the use and consumption of mobile tools and devices or the almost total convergence of the audiovisual and the digital contents justify the analysis of the current educommunicative reality and its relation to the Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 26 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 conformation of the identity of the subject (Romero-Rodríguez, De-Casas-Moreno and Torres-Toukoumidis, 2016). Currently, it is not enough to consume audiovisual media and content, but it is essential to develop media competence that favors the reach of the prosumer (Sánchez and Sandoval-Romero, 2012) or, as indicated by Hernández, Renés and Greenhill (2017, p. 77), produser, that is, new audiences that make up the current media ecosystem and that are capable of not only receiving but also producing content in a minimally critical and responsible manner. A production that takes place in an environment in which permanent connectivity prevails and which necessarily requires the critical training of the recipient, whatever their age (Caldeiro and Aguaded, 2015, p. 39). An enterprise that is attributed in a random and sometimes unsound way to the educational environment although it is part of the work of different social agents such as, among others, the media themselves or families. According to Bauman (2000) the men and women of modernity are the result of digital innovations and the understanding of audiovisual content. This understanding can be understood as the fruit of a process of maturation in which pedagogy plays a determining role. Ultimately and in a general way, the empowerment and development of the critical perspective that allows the decoding of the multiple existing languages is sought. On the one hand, and in order to contribute to this, the education of autonomous and critical subjects is proposed, which centers the interest of the research arising around the attainment of people who cultivate critical capacity. This skill must be forged in society and must be implemented from the educational institution, in such a way that it transcends the mere academic spaces in which, some time ago, only content related to the different disciplines was learned. In the academic context where there have been educational reforms, especially in the last 20 years, the inclusion in the curriculum of transversal contents that constitute a vertical and global axis in the training of citizenship has been demanded. These contents require the curricular integration of interactive technologies (Gutiérrez-Martín, 2007). A demand that is accentuated especially when technological development and the current media context demand the incorporation, in the classroom, of the sources of information with which adolescents live in their day to day. In this sense, and in order to achieve the indicated objectives, literacy that pursues the collaborative elaboration of the critical gaze is suggested (Uribe, 2010). A production that corresponds to the educommunicative task, which focuses on the learning produced in a media environment where communication predominates, involving not only the broadcasters but also actively the receivers. To the effort of the different educational institutions, the task of the social agents that make up the receiver's gaze is added. In this framework, and for its reach, the empowerment favoring the decoding of the multiple existing languages plays a decisive Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 27 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 role. For this reason, the communication-education binomial that becomes fundamental nuclei of the ICT culture, immersed in the new generations, is fundamental. 2. OBJECTIVES The identity of the prosumer is built in the hypermedia society by different agents that share a common goal: the reach of subjects that are not only critical and autonomous but also develop the ability to analyze and produce contents responsibly. A task that pertains, among others and as already indicated, to school and family environments. Throughout the decade of the seventies, different supra-state institutions such as UNESCO itself have demanded transversal training in educommunicative matters and their inclusion in the academic curriculum. In the same way, the European Parliament, through its media literacy program “UNAOC”, sought the production of audiovisual products by young people from all over the world (Aguaded, 2011). In this sense, different experiences have been developed, especially in Europe; practices such as the Media Literacy forum that was developed in 2010 in the United Kingdom or the national congress of Literacia, Media e Cidadania held in Portugal in 2011. In Spain, despite the fact that different congresses, symposiums and forums have been held on this subject, it continues to be a pending task that the Comunicar de Huelva Group or the Communication Cabinet led by José Manuel Pérez -Tornero at the Autonomous University of Barcelona, among others, have joined forces to attain it. Both work in favor of educommunication, a term that has been explained from different sides by multiple experts and associations sensitized to training for the development of “media citizenship” (Gozálvez, 2013). In order to explain the term, different approaches have arisen, such as those that can be observed in the following table: Table 1. Main theoretical approaches to the concept of educommunication. UNESCO Conference on Educommunication (1982) Form of create the capacities to have an autonomous, weighted and critical relationship with all media, based on concepts such as freedom of expression, freedom of information, ethics, among others. Kaplún (1997). Educommunication is a way of involving different members of society in the process of interaction. García-Matilla (2002) Educommunication aspires to endow every person with the essential expressive skills for their normal communicative development and for the development of their creativity. Buckingham (2003) Educommunication is the incorporation of the productive action on the part of the subject, admitting at the same time the reading and writing, the interpretation or reception and the media production, introducing in turn iconic, digital and audiovisual elements. Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 28 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 Aparici (2010) Educommunication is also known as the critical reception of the media. Pérez-Tornero and Varis (2012) Educommunication is the process of assuming and dealing with the codes involved in the contemporary media system, as well as the practical skills necessary for an adequate use of the technological systems on which these codes are based. Aguaded (2012) Educommunication is a cultural formation that aims to promote the integration of media culture in schools, the transformation of the media towards an object of study and curriculum analysis, and the transfer of knowledge in everyday life. Source: Self made. Educommunication pursues the integration of media and technologies as part of the whole life of the subject, both of minors and adults. It is usually identified with media education that favors the reach and implementation of citizenship literacy based on the development of critical skills that involves bridging the gap between oral expression, print, image, moving image and digital media literacy (Tyner, 2008). In the forging of this concept, lifelong learning or management of multiple technological devices and the comprehension of audiovisual content transcend the divergence of those who label the media as disagreeing with those who consider them union links that foster intercultural and social contact. During the first decade of the current century and the last years of the past, works have emerged that, although forming a commendable theoretical framework, lack strategies that impel the reader to at least worry about the need to carry out practical analyzes. The theoretical corpus is based on reports about the situation and analysis that, beyond an apology of reality, places among its main claims the realization of transversal activities that can materialize in almost all subjects that make up the curriculum. All this entails the need to “think about continuous learning models” (Cobo and Movarec 2011, p. 19) that form the basis of the design of proposals for the formation of identity. These formative matrices transcend the curricular contents and even conform the hidden curriculum of the classroom and, at the same time, demand the inclusion of new strategies, certifying the need to rethink education and including non-regulated learning, which various authors call “invisible learning”; learning that not only integrates different ideas and perspectives but also pursues the development of human capital and can also take place anywhere and at any time, almost omnipresently. Likewise, it transcends mere formality to refer to non-formal learning, in order to build connections that allow for a closer relationship between concepts (Cobo and Movarec, 2011, p. 25). Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 29 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 In a generic way, the forging of knowledge in the technological society that requires digital literacy and the development of skills favorable to the resolution of problems originated in contexts where technologies predominate is justified. These are contexts in which interpretation and understanding of information is necessary (Ralón, Vieta and Vásquez, 2004). In this context, the promotion of self-learning and the development of strategies that allow not only management but also understanding and meaning of the media and the information they transmit are justified. For this, we must have a different system to the one proposed by the “banking education” that appealed to the memorization and archive of contents and that generate uncritical subjects (Freire, 1984). To alleviate this lack, it proposes, among other forms, project-based learning that includes the integration of technology and is committed to design and creativity as basic pillars and main competencies in the 21st century. The latter is a form of work that justifies the collaborative work based on dialogue, understanding and the development of materials and ideas adapted to the situation for which they were created. It is about developing proposals aimed at linking multiple spaces where you can promote learning through the different sources of transmission of ideology, customs and values. 3. METHODOLOGY This piece of research focuses on analyzing the different theoretical approaches and trends to the concept given by international organizations of a multilateral nature (regional and transcontinental) on educommunication (media literacy) within a global context. To achieve the aforementioned goal, it is proposed to systematically review the approach to the term “educommunication” on the official websites of the following transcontinental organizations: United Nations Organization, Organization for Economic Cooperation and Development, Arab League, International Organization of La Francophonie, Community of Portuguese Speaking Countries and Organization of Iberian-American States. Likewise, international organizations of a regional nature are included in the analysis sample: African Union, European Union, League of Arab States, Commonwealth of Independent States, Organization of American States, Community of Latin American and Caribbean States, Union of South American Nations, Association of Southeast Asian Nations, Cooperation Council for the Arab States of the Gulf, and Forum of the Pacific Islands. The search strategy is mainly directed to the combination of English words in general search engines under exclusive semantic limitation (algorithm ”…”), this way, the information of the results is concentrated on the phrases that maintain the same word order and exclude those results that have no exact link to the terms. Likewise, the three key words “media education”, “media literacy” and “media competitions” of the search Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 30 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 were translated into the official or main language of each organization, as shown in the following table: Table 2. Characteristics of the search strategy. Organization First language Keyword 1 Keyword 2 Keyword 3 United Nations English “media education” “media literacy” “media competences” Organization for Economic Cooperation and Development English “media education” “media literacy” “media competences” League of Arab States Arab التربية الإعلامية الثقافة الإعلامية الكفاءات الإعلامية International Organization of La Francophonie French “éducation aux médias” “alphabétisation médiatique” “compétence médiatique” Community of Portuguese Language Countries Portuguese “educação de mídia” “literacia mediática” “competências de mídia” Organization of Ibero-American States Spanish “educación mediática” “alfabetización mediática” “competencias mediáticas” African Union English “media education” “media literacy” “media competences” European Union English “media education” “media literacy” “media competences” Community of Independent States Russian медиаобразование медиаграмотности медиакомпетенции Organization of American States English “media education” “media literacy” “media competences” Association of Southeast Asian Nations English “media education” “media literacy” “media competences” Pacific Islands Forum English “media education” “media literacy” “media competences” Source: Self made. For its part, the second specific objective is aimed at synthesizing the official information extracted from 12 intergovernmental organizations related to educommunication. This section explains the reference position in each of the organizations we consulted, assuming the multiple purposes of its implementation through the criteria set out in the theoretical framework: Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 31 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 − Convergence of the educational and communicative context: Support the convergence between education and communication by developing specific competences that enhance critical thinking. − Configuration within the educational context: Give predominance to the aspects related to education and learning. − Configuration within a communicative context: Give predominance to aspects of communication and information transmission. In order to achieve the objectives mentioned above, a qualitative research design is proposed under a correlational extract, using an interpretive-based content analysis methodology, understood as the one that “involves interpretation of findings across studies to generate new inductive understandings of the phenomena, events or experiences” (Saini & Shlonsky, 2012, p. 31). The use of this method is justified because the sample is made up merely of documentary sources from which, through inductive processes, semantic correlations and theoretical concepts will be extracted, omitting the researcher's interaction in the data collection process (Sampieri, Collado and Lucio, 2014), taking as a basis the understanding of the central phenomenon of the study, knowing the background, situations that have occurred and functioning (Lecompte and Schensul, 2012). 4. RESULTS From the search procedure cited in reference, a total of 2,648 informative units emerged, which make up the effective sample (Me), among which documents such as news, official communications, reports, conferences, projects, activities, etc are included. It is also worth noting that, out of the 12 intergovernmental organizations submitted to the exhaustive review of their official website with respect to the three key words in their main languages, only two of them (Community of Portuguese Speaking Countries, African Union) do not have educommunication -linked information, despite having a department, commission or committee related to education in their organization chart. Table 3. Keyword emerging results by organization. Organization “media education” “media literacy” “media competitions” United Nations 206 88 6 Organization for Economic Cooperation and Development 110 86 3 Arab league 17 38 0 International Organization of La Francophonie 3 0 0 Community of Portuguese Language Countries 0 0 0 Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 38 Vivat Academia. 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Comunicar: Revista científica iberoamericana de comunicación y educación, 30, 79-85. DOI: https://doi.org/10.3916/c30-2008-01-012 Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 39 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 UNESCO. (1982). The Grünwald Declaration on Media Education. Grünwald Alemania: Editorial UNESCO. UNESCO. (1991). Media Education in the ASEAN Countries. Jakarta, Indonesia: Editorial UNESCO. Uribe Tirado, A. (2010). La alfabetización informacional en Iberoamérica. IBERSID, 165- 176. AUTHORS Mari Carmen Caldeiro Pedreira PhD in Communication and Education from the University of Huelva (Spain). Master in Teacher Training from the University of Santiago de Compostela (Spain). Currently a professor in the Department of Pedagogy and teaching at the University of Santiago de Compostela (Spain). [email protected] Orcid ID: http://orcid.org/0000-0003-0160-3682 ResearchGate: https://www.researchgate.net/profile/Mari_Pedreira Ángel Torres Toukoumidis Doctor in the Interuniversity Doctoral Program in Communication under the line of research «Educommunication and Media Literacy» (2014), from the universities of Huelva, Seville, Malaga and Cádiz. conducting research on Gamification as an integral strategy for the evaluation of public policies and citizen education. Master in Communication with Social Purposes from the University of Valladolid, licensed in Liberal Studies from the Metropolitan University (Venezuela) approved in Political Science by the Complutense University of Madrid. Scientific Reviewer of Comunicar, Scientific Journal of Education and Communication. International research and teaching stay (six months) at the University of Gothenburg (Sweden). Associate researcher of the MUL group (Nya Media, Undervisning och Lärande- New Media, Teaching and Learning) and the Game Design Laboratory of the Spelvetenskapliga kollegiet in Gothenburg. Communications Group for the Alfamed research network. Currently a professor at the Salesian Polytechnic University, Ecuador in the Faculty of Social Communication. [email protected] Orcid ID: http://orcid.org/0000-0002-7727-3985 ResearchGate: https://www.researchgate.net/profile/Angel_Torres-Toukoumidis Luis M. Romero Rodríguez PhD in Communication from the University of Huelva (Spain), Master in Social Communication from the University of Almería (Spain) and Specialist in Law and Caldeiro Pedreira, M.; Torres-Toukoumidis, A., Romero-Rodríguez, L. M. and Aguaded, I. The notion of the educommunication in intergovernmental organizations 40 Vivat Academia. Revista de Comunicación. 15 September 2019 /15 December 2019, nº 148, 23-40 International Policies from the Central University of Venezuela and in University Teaching from the University New Sparta (Venezuela). Professor of the Universities International of La Rioja (Spain), Nebrija (Spain), International of Andalusia (Spain), Huelva (Spain) and the University of Cádiz (Spain). Researcher specialized in media criticism, media skills and gamification. Deputy editor of the Comunicar Magazine (Spain) and editor in chief of the Challenges Magazine (UPS-Ecuador). Member of the Comunicar Group and the Ágora Group (PAI-HUM-648) of the University of Huelva. [email protected] Orcid ID: http://orcid.org/0000-0003-3924-1517 ResearchGate: https://www.researchgate.net/profile/Luis_Romero-Rodriguez2 Ignacio Aguaded Professor of the University of Education and Communication at the University of Huelva. He chairs the Comunicar Group, a veteran group in Spain in «Media Literacy». Director of the Research Group «Ágora» within the Andalusian Research Plan (HUM- 648), Director of the International Master's Degree in Communication and Education (UNIA/UHU) and UHU coordinator of the Interuniversity Doctoral Program in Communication (US, UMA, UCA, UHU). [email protected] Orcid ID: http://orcid.org/0000-0002-0229-1118 ResearchGate: https://www.researchgate.net/profile/Ignacio_Aguaded