Programas comunitarios de educación audiovisual como alternativa al aprendizaje-servicio en el extranjero

Abstract

En julio de 2011, La Poderosa Media Project (LPMP) terminó su décimo programa comunitario de artes visuales en América Latina. Dicho programa reúne a jóvenes latinoamericanos con estudiantes universitarios estadounidenses en un taller de producción cinematográfica cuyo objetivo final es la realización de documentales y cortometrajes de ficción. El presente artículo se enfoca en el impacto de esta edición del programa de LPMP en los estudiantes de español como segunda lengua. Además se analiza, a partir de la afectividad, el efecto tanto de la producción artística como de la traducción intercultural en las subjetividades de los participantes estadounidenses. Más allá de una valoración del programa en su estado actual, este artículo es una proyección de sus implicaciones futuras para profesores y administradores que deseen diseñar e implementar programas de estudio en el extranjero con un componente de compromiso social en el que prime el aprendizaje experiencial a través de la integración de los estudiantes en la comunidad.

Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

“…Actual conversations between students in their classrooms, at home using Skype (totaling 230 hours), and their collaborative productions (23 leaflets, posters, and/or videos) were also collected. These data types are infrequent in the literature (but see J. García et al, , with short films and Hartfield‐Méndez, , with informational brochures and children's stories).…”

“…While Hartfield‐Méndez () addressed internationalization needs explicitly, Bugel (); Lear and Sánchez (); Tijunelis, Satterfield, and Benkí (2013); and Petrov (), among others, fell within the “within one country” option together with Tacelosky () and Jovanović and Filipović ()—the only two cases outside the United States (Mexico and Serbia, respectively). J. García, Pierce, and Zambrano () described a study abroad option in which American college students collaborated with Ecuadorian adolescents to produce short films. Faszer‐McMahon () offered a particular case that could be placed under the “between countries” option (students in the United States provided translation services from home for Spanish speakers abroad, mediated by technology) with the caveat that no interaction occurred between the U.S. students and the Spanish speakers served.…”

“…Thus, although the element of peer transnational communication in intercultural citizenship was present, the tasks set lacked a community aim, were not “internationalist” (see the final paragraph in this section), and were limited to “creating[ed] an online profile in the target language and asking[ed] and answering[ed] questions in the target language … [and] completing[ed] two written chats and two video conferences lasting 1 hour each” (Moreno‐López et al, , p. 402). By contrast, in J. García et al (, p. 345), “the notion of collaboration and collective artistic creation” stood out as American college students collaborated with Ecuadorian adolescents to produce short films addressing everyday situations in Ecuador such as families splintering due to parental drinking and child labor. The program is called La Poderosa Media Project, and several resulting films have been awarded prizes in national film competitions.…”