La construcción de la identidad infantil en el Mundo Disney

Sara  Osuna-Acedo; Javier Gil-Quintana; Carmen Cantillo Valero

doi:10.4185/RLCS-2018-1307

Authors

Sara Osuna-Acedo Universidad Nacional de Educación a Distancia http://orcid.org/0000-0002-5454-6215
Javier Gil-Quintana Catholic University of Avila http://orcid.org/0000-0003-0326-2535
Carmen Cantillo Valero National University of Distance Education

DOI:

https://doi.org/10.4185/RLCS-2018-1307

Keywords:

competencies, audiovisual communication, social audience, media

Abstract

Communication industries have become powerful instruments for dominion and submission by locating themselves strategically in economy, politics and culture. All these aspects of human representation are influenced by the entertaining industries, thus achieving their goal of subduing their manipulated audience towards passivity. Methodology. Through a mixed methodology and the triangulation of obtained data, the study yields significant results concerning the influence of entertaining industries, as reflected in the statements of the subjects interviewed. Conclusions and discussion. Our analysis and reflections lead us to conclude that mainstream culture has had an impact on the popular culture, not to make the public the true protagonist though, but to impose messages phrased by the hegemonic class.

Downloads

Download data is not yet available.

Author Biographies

Sara Osuna-Acedo, Universidad Nacional de Educación a Distancia

Sara Osuna Acedo is PhD in Philosophy and Education Sciences by UNED since 2004. She is professor of Communication and Education in UNED and specialist in digital technologies, media literacy education models, education in values and e-learning. Her research lines are MOOC, convergence of media, digital scenarios, disability, e-learning and social networks.

She has coordinated the European project entitled "(ECO) E-learning, Communication and Open-data: Mobile, Massive and Ubiquitous Learning” where there participated 23 partners from nine different countries

Javier Gil-Quintana, Catholic University of Avila

PhD in Education and Communication by UNED; Graduated in Education by Universidad de Valladolid; Master’s degree in Digital Technologies and Society of Knowledge and Master’s degree in Communication and Education on Internet by UNED; expert in analysis of media, digital production and free software (UNED). He has collaborated with teacher education institutions in the field of integration of new media, active methodologies and gamification in education. His work as director and professor was developed in different public centers, receiving different awards. He works as professor in Universidad Católica de Ávila (UCAV), collaborates as professor in the Faculty of Education of UNED (Madrid) and is part of the MOOC’s teaching staff in the ECO European Project entitled “E-learning, Communication and Open-data: Mobile, Massive and Ubiquitous Learning”. His studies deal with the MOOC new teaching spaces, gamification, educational coaching, media education, digital and transmedia storytelling, presenting different papers in congresses and diverse journals of impact.

Carmen Cantillo Valero, National University of Distance Education

Carmen Cantillo Valero is PhD in Education and Communication in Digital Environments by UNED. Professor collaborating in the Master’s degree in Communication and Education on Internet in Universidad Nacional de Educación a Distancia (UNED).

She is MOOC professor in the ECO European Project (UNED), also collaborating with its research team, as well as well as in research lines related to Audiovisual storytelling, Media literacy education, Gamification in the classroom, Films analysis and MOOC in UNED and in other Latin-American universities. She is Academic Coordinator of the Master’s degree in Communication and Education Technologies of the Escuela de Altos Estudios en Comunicación ESAE-ILCE (Mexico). She is a member of the academic staff of the Doctorate in Innovation, Communication and Educational Technologies of ESAE-ILCE.

Professor, e-learning coordinator, promoter of gender transversality plans and designer of informational and educational audiovisual materials in the I.A.A.P. (Instituto Andaluz de Administración Pública) of the Government of Andalusia.

Links to most of her papers and articles are available at her website: https://sites.google.com/view/desenredada/

References

Albarrán, A. (1996): Media Economics: Understanding Markets, Industries and Concepts. Ames, Iowa: Iowa State University Press.

Alexander, A., Owers, J. & Carveth, R. (1993): The Global integration of the media industries. En Media economics. Theory and Practice, 331-354.

Amiama Espaillat, C. & Mayor Ruiz, C. (2017). Digital Reading and Reading Competence – The influence in the Z Generation from the Dominican Republic. Comunicar, 52, 105-114. https://dx.doi.org/10.3916/C52-2017-10 DOI: https://doi.org/10.3916/C52-2017-10

Aparici, R., García-Matilla, A., Fernández, J. & Osuna-Acedo, S. (2011): La imagen: análisis y representación de la realidad. Barcelona: Gedisa.

Asante, M. K. (2014): The global intercultural communication reader. New York: Routledge. DOI: https://doi.org/10.4324/9780203508534

Callejo, J. & Viedma, A. (2005): Proyectos y estrategias de investigación social. La perspectiva de la intervención. Madrid: Mc Graw Hill.

Campbell, D. T. & Stanley, J. C. (1995): Diseños experimentales y cuasi experimentales en la investigación social. Buenos Aires: Amorrortu.

Cantillo, C. (2015): Imágenes infantiles que construyen identidades adultas. Los estereotipos sexistas de las princesas Disney desde una perspectiva de género. Efectos a través de las generaciones y en diferentes entornos: digital y analógico.Tesis Doctoral. Madrid: UNED.

Carmona, E. (2007): “Diez mega grupos controlan la prensa, radio y televisión de EEUU e influyen en América Latina”. CubaDebate contra el Terrorismo Mediática. (Disponible en: https://goo.gl/rTvDtk, consultado el 7 de enero de 2018).

Cascaroja, C. (2015): La cultura de las series. Barcelona: Laertes.

Castañeda, M. B., Cabrera, A., Navarro, Y. & De Vries, W. (2010): Procesamiento de datos y análisis estadístico utilizando SPSS. Un libro práctico para investigadores y administradores educativos. Porto Alegre: Edipucrs.

Castells, M. (2009): Comunicación y poder. Madrid: Alianza Editorial.

Garín Boronat, M. (2017): Heridas infinitas: estructura narrativa y dinámicas seriales en la ficción televisiva. L’Atalante, Revista de estudios cinematográficos, 24. (Disponible en http://www.revistaatalante.com/index.php?journal=atalante&page=article&op=view&path%5B%5D=414&path%5B%5D=437, consultado el 8 de enero de 2018).

Coyne, S. M., Linder, J. R., Rasmussen, E. E., Nelson, D. A. & Birkbeck, V. (2016): “Pretty as a princess: Longitudinal effects of engagement with Disney princesses on gender stereotypes, body esteem, and prosocial behavior in children”. Child development, 87(6), 1909-1925. DOI: https://doi.org/10.1111/cdev.12569

Corbetta, P. (2003): Metodología y técnicas de investigación social. Madrid. McGraw-Hill.

Crothers, L. (2017): Globalization and American popular culture. Maryland: Rowman & Littlefield.

Edwards, T. H. (2012): “Mutual Recognition versus National Treatment of Standards in a Classical Monopoly or Oligopoly”. Journal of Institutional and Theoretical Economics JITE, 168(3), 455-487. DOI: https://doi.org/10.1628/093245612802921015

Forbes, B. D. (2017): Religion and popular culture in America. Oakland: University of California Press. DOI: https://doi.org/10.1525/california/9780520291447.001.0001

García-Pérez, A. (2011): Estadística aplicada: Conceptos básicos. Madrid: UNED.

Gil-Quintana, J. (2016a): “Narrativa digital e infancia: Es la hora de la Generación CC.” Revista Mediterránea de Comunicación, 7(1), 79-90. (Disponible en http://mediterranea-comunicacion.org/, consultado el 1 de junio de 2017) DOI: https://doi.org/10.14198/MEDCOM2016.7.1.5

Gil-Quintana, J. (2016b): “El encuentro de educación y comunicación ante los nuevos medios”. Revista Communication Papers, 5(9), 75-88. (Disponible en https://dialnet.unirioja.es/servlet/articulo?codigo=5904737)

Gordo, A. J. & Serrano, A. (2008): Estrategias y prácticas cualitativas de investigación social. Madrid: Pearson Educación.

Goula, J. (2000): “Esta sociedad sin Internet es como la era industrial sin electricidad”. Entrevista a Manuel Castells en la Vanguardia Digital. (Disponible en http://hemeroteca-paginas.lavanguardia.com/LVE01/PUB/2000/03/11/LVG20000311004SUB.pdf, consultado el 7 de enero de 2018)

Hudders, L., Cauberghe, V., Panic, K., Adams, B., Daems, K., De Pauw, P. y Zarouali, B. (2015): “Children’s Advertising Literacy in a New Media Environment: An Introduction to the AdLit Research Project”. The Etmaal van de Communicatiewetenschap. (Disponible en https://goo.gl/JLEvuc, consultado el 5 de enero de 2018).

Jaramillo, D. L. (2016): “¿Sustituirá la televisión al cine?”. La Maleta de Portbou, 12, 34-39.

Levine, M. P. & Murnen, S. K. (2009): “Everybody Knows that Mass Media Are/Are Not [pick one] a Cause of Eating Disorders: A Critical Review of Evidence for a Causal Link between Media, Negative Body Image, and Disordered Eating in Females”. Journal of Social and Clinical Psychology, 28(1), 9-42. https://dx.doi.org/10.1521/jscp.2009.28.1.9 DOI: https://doi.org/10.1521/jscp.2009.28.1.9

Lipovetsky, G. & Serroy, J. (2009): La pantalla global. Cultura mediática y cine en la era hipermoderna. Cuadernos. info, (24). Barcelona: Anagrama. DOI: https://doi.org/10.7764/cdi.24.61

Llorens-Maluquer, C. (2001): Concentración de empresas de comunicación y pluralismo: la acción de la UE. Tesis doctoral de la UAB. (Disponible en: http://www.tesisenred.net/handle/10803/4095, consultado el 2 de enero de 2018).

Mander, J. (2009): Cuatro buenas razones para eliminar la televisión. Barcelona: Gedisa.

Martel, F. (2012): Cultura Mainstream. Cómo nacen los fenómenos de masas. Madrid: Santillana.

McLean, S. A., Paxton, S. J. & Wertheim, E. H. (2016): “Does Media Literacy Mitigate Risk for Reduced Body Satisfaction Following, Exposure to Thin-ideal Media?” Journal of Youth and Adolescence, 45, 1678-1695. https://dx.doi.org/10.1007/s10964-016-0440-3 DOI: https://doi.org/10.1007/s10964-016-0440-3

Mosco, V. (2006): “La Economía Política de la Comunicación: una actualización diez años después”. Canada Research Chair in Communication and Society. Queen’s University. (Disponible en: https://revistas.ucm.es/index.php/CIYC/article/view/CIYC0606110057A).

Murnen, S. K., Greenfield, C., Younger, A. & Boyd, H. (2016): “Boys act and girls appear: A content analysis of gender stereotypes associated with characters in children’s popular culture”. Sex roles, 74(1-2), 78-91. DOI: https://doi.org/10.1007/s11199-015-0558-x

Nielsen, L. B., Patel, N. A. & Rosner, J. (2017): “Ahead of the Lawmen: Law and Morality in Disney Animated Films 1960–1998”. Law, Culture and the Humanities, 13(1), 104-122. DOI: https://doi.org/10.1177/1743872113480868

Novás, J. D., Machado, B. R. G. & Calviño, A. C. (2011): “Bases y aplicación del método hipotético-deductivo en el diagnóstico Rules and implementation of the deductive-hypothetical method in diagnosis”. Revista Cubana de Medicina General Integral, 27(3), 378-387.

Onozaki, T. & Yanagita, T. (2003): “Monopoly, oligopoly and the invisible hand”. Chaos, Solitons & Fractals, 18(3), 537-547. DOI: https://doi.org/10.1016/S0960-0779(02)00675-6

Osuna-Acedo, S., Marta-Lazo, C. & Aparici Marino, R. (2012): “Valores de la formación universitaria de los comunicadores en la Sociedad Digital: más allá del aprendizaje tecnológico, hacia un modelo educomunicativo”. Razón y Palabra, 17(81).

Richeri, G. (1994): La transición de la televisión. Análisis del audiovisual como empresa de comunicación. Barcelona: Bosch Comunicación.

Sandlin, J. A. & Garlen, J. C. (2017): “Magic everywhere: Mapping the Disney curriculum”. Review of Education, Pedagogy, and Cultural Studies, 39(2), 190-219. DOI: https://doi.org/10.1080/10714413.2017.1296281