Publication: El binomio enseñanza-aprendizaje: un estudio geopolitico a través del género cinematográfico wéstern
Authors
Hernández Conesa, Antonia
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Escuela Internacional de Doctorado
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Fuensanta Hernández Pina ; Juana María Hernández Conesa ; Joaquín Nieto Munuera
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
El estudio del seleccionado legajo fílmico Wéstern y su relación con la Educación es objetivo cardinal de esta investigación, dado que se trata de una zona inexplorada. A través de la conjunción metodológica panofskiana-gadameriana, y con la elaboración, para su visionado, de cinco categorías a las que, a su vez, se les ha otorgado significado, se ha podido constatar que el binomio enseñanza-aprendizaje, en el Wéstern, es omnipresente y atiende a los postulados angloprotestantes-puritanos propios de una sociedad que se constituye como violenta y depredadora. Los filmes de la muestra, hasta un total de treinta, contienen la vertebración de la mentalidad educativa angloprotestante en la Historia y en la Geopolítica de la conquista del Oeste. La prevalencia del aprendizaje social por modelos da la explicación científica al binomio enseñanza-aprendizaje en la filmografía Wéstern de la muestra. Verificando que estos modelos responden a una forma de ser persona: individualista, racista, depredadora, con un sagrado sentido de la apropiación indebida de la propiedad, arrebatada a los antiguos dueños mediante la violencia de las armas.
The study of the selected Western film file and its relationship with Education is a cardinal objective of this research, given that it is an unexplored area. Through the Panofskian-Gadamerian methodological conjunction, and with the elaboration, for viewing, of five categories to which, in turn, meaning has been given, it has been possible to verify that the teaching-learning binomial, in the Western, is omnipresent and attends to the Anglo-Protestant-Puritan postulates of a society that is constituted as violent and predatory. The films in the exhibition, up to a total of thirty, contain the backbone of the Anglo-Protestant educational mentality in the History and Geopolitics of the Conquest of the West. The prevalence of model-based social learning provides the scientific explanation for the teaching-learning binomial in the Western filmography of the sample. Verifying that these models respond to a way of being a person: individualistic, racist, predatory, with a sacred sense of the misappropriation of property, snatched from the former owners through the violence of weapons.
The study of the selected Western film file and its relationship with Education is a cardinal objective of this research, given that it is an unexplored area. Through the Panofskian-Gadamerian methodological conjunction, and with the elaboration, for viewing, of five categories to which, in turn, meaning has been given, it has been possible to verify that the teaching-learning binomial, in the Western, is omnipresent and attends to the Anglo-Protestant-Puritan postulates of a society that is constituted as violent and predatory. The films in the exhibition, up to a total of thirty, contain the backbone of the Anglo-Protestant educational mentality in the History and Geopolitics of the Conquest of the West. The prevalence of model-based social learning provides the scientific explanation for the teaching-learning binomial in the Western filmography of the sample. Verifying that these models respond to a way of being a person: individualistic, racist, predatory, with a sacred sense of the misappropriation of property, snatched from the former owners through the violence of weapons.
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