IMPORTANCE OF THE AUDIO-VISUAL EDUCATION

The audio-visual education, at the young and young present time becomes important since nowadays a great number spends to the week so many hours (or more) watching or playing with videojuegos that the time that remains in the school. With it they receive such amount of information through different mass media from masses (it presses, radio, music, videojuegos, cinema and fundamentally through the television), constant and permanent information on sports, local, national and international policy, on economy, social and labor conflicts, science and technology, on the leisure, fashion and customs, on products of consumption through the publicity, etc. The obtaining of the knowledge is made in the present time of increasing form by means of half-full experiences, and less and less through direct experiences with the reality and more and more through the influence and contact with means and technologies (TV, radio, cassettes, videos...) The technological means and resources are a symbolic representation of the reality, are not the same reality. The information emitted from means is elaborated by other human beings (with all the ideological load and of economic, political and social interests that supposes) and in addition is a representation made by means of codes or systems of symbols that each listener or spectator must decodificar to understand the offered information. If these codes are not controlled, the receiver is in inferiority of conditions with respect to the emitter, reason why he will be more easily manageable. Therefore a very important point nowadays for the development of the children is an audio-visual education that allows to the children and young people a critical attitude towards means, as well as that allows them to know them to be able to take advantage of them suitably. Masterman, in its book "the education of mass media", develops a methodology to learn and to teach mass media, makes an analysis of determining factors of means and a proposal of future on the introduction of audio-visual education in currículo student. Concretely it speaks of the importance of the audio-visual education since the means have penetrated in the society. According to the author the educative system is out of phase with respect to the advances in audio-visual means and its influence in the students and becomes an audio-visual alphabetization necessary so that the citizens can make rational decisions, to actively participate in the society and own means, extending the importance of the audio-visual education to the democrática education. The author Asís k.o. the school continúes being dominated by the printed letter, that has the difficulty of descodificar it fails in the school. Outside this one, the ways of communication with greater influence and diffusion are the lines of vision, and the TV is the most important source of political information in our society being for people the most trustworthy source, perhaps by its capacity to register the events visually. On the other hand, Masterman aims that the form begins to be considered means audio-visual, since the idea that the presentation has extended, the design and the typography are significant part of the total process of communication, to the printed "average" time that the term even is often inadequate, because the printed documents go almost always accompanied of visual images. The school sooner or later, will have to gather the important thing that it is to develop in his students the capacity to examine the visual images of critical way. The author speaks of the main principle of the audio-visual education that is that the means are symbolic systems that need to be read of active way and which they are not reflected unquestionable of the external reality nor explain themselves by themselves. The TV, the newspapers, the cinema, etc... have been produced, are products. For that reason it is necessary an audio-visual education that it raises the learning of sources, factors that determine to means, techniques and codes that they use, the values implicit in means, etc... so that it is possible to be distinguished the reality and the representation. On the other hand, with respect to audio-visual means, professor Hilda Holy defines audio-visual means like those elements that contribute to clarify the spoken or written word. She considers audio-visual means to the resources that the professors have been using for years, like the maps, objects... On the other hand one does not discuss that the center of the scholastic activity continúes being the book, like permanent source of intelligence and more accessible him. The author considers k.o. the audio-visual means help to save the distances between the boy and the objective world, offer a concrete support to conduct battles that prepare the sprouting of the operative thought. They can be motivacionales elements when interests wake up, often unforseeable, that take to the student towards new investigations and new learnings, allow to accelerate the education process... The author considers k.o. is fundamental, when audio-visual means are used, to have objectives and the purposes that are tried to obtain with them. Also she aims that like such material several times can be used, the means also, whenever the professor at any time considers it opportune of the class. By I complete, to say that this professor considers the evaluation of means very important, later to its use to establish in which half-full the objectives have been fulfilled, if the means adapt the group, if they were used at the opportune moment and if the subject or treated area were adapted for. Thirdly professor Margarita Yánez Chestnut grove, in 1978, considered in her book "means of the communication and the educative technology", that the increasing interest of the students by the means had that these took to the classroom real experiences to the classroom, and agreeing with the Holy vision of Hilda this motivated the students and positively influenced in the retention and understanding of the learnings besides to break barriers and to approach distant experiences of other places. Nevertheless the professor notices that with means the verbal language has been diminished, and with it they have had to create another type of languages for the communication for example of the professor to the student, which implies, according to Daisy Chestnut grove, greater senitdo and causes in the student a great variety of experiences. These three authors, in relation to the audio-visual education, agree in him importance of this; nevertheless while the two professors, Saints and Chestnut grove, focus their more positive position, Masterman does a more critical analysis of which it has supposed the introduction of means in the classroom and that consequences can have is not a correct reading of these means in the classroom. The audio-visual means, I believe that they are means that allow many positive actions in the classroom since it allows to know experiences intercultural, other that they are not possible to be given with traditional means... nevertheless for it is necessary a formation in means, in the first place on the part of the professors, and also of the parents, and in general of the educators, a greater formation on the elaboration, use and evaluation of means and audio-visual and computer science resources not only in its technical aspects, but fundamentally in their pedagogical integration. With it the students must be forming their own attitude towards these means, attitude of reflection and critical capacity.