Protección de la infancia, construcción de la identidad y medios de comunicación. La regulación de los contenidos audiovisuales para menores en España

Childhood is a key stage in the assimilation of values and behavioural patterns that shape identity. Among the socializing agents that influence this complex process are the audiovisual media. Therefore, the products that are made available to children and the protection of the child from harmful contents are essential to complete the training process in such a sensitive period of cognitive development. In this research we analyze the influence of television content in the process of constructing the identity of the child as well as the regulatory framework of audiovisual protection applied in Spain. A decade after the entry into force of Law 7/2010 of 31 March, General of Audiovisual Communication (LGCA), many of the challenges posed remain unresolved. As main conclusions we stress the need to respect the special protection schedule, the incorporation of thematic descriptors in the signalling of audiovisual products and a complete legislative categorization of harmful contents to children’s and young people’s development.La infancia es una etapa clave en la asimilación de valores y patrones de comportamiento que conforman la identidad. Entre los agentes socializadores que influyen en este complejo proceso se encuentran cada vez más presentes los medios audiovisuales. Por ello, los productos que se ponen a disposición de los niños y niñas y la protección del menor respecto a los contenidos considerados nocivos o perjudiciales resultan esenciales para completar el proceso formativo en un período tan sensible del desarrollo cognitivo. En el presente artículo analizamos la influencia de los contenidos televisivos en el proceso de construcción identitaria del menor, así como el marco regulatorio de protección audiovisual de aplicación en España. Una década después de la entrada en vigor de la Ley 7/2010, de 31 de marzo, General de la Comunicación Audiovisual (LGCA), muchos de los retos planteados continúan sin resolverse. Como principales conclusiones destacamos la necesidad de respetar el horario de protección especial, la incorporación de descriptores temáticos en la señalización de los productos audiovisuales y una categorización legislativa completa de los contenidos nocivos para el desarrollo infantil y juvenil

Protección de la infancia, construcción de la identidad y medios de comunicación. La regulación de los contenidos audiovisuales para menores en España

Childhood is a key stage in the assimilation of values and behavioural patterns that shape identity. Among the socializing agents that influence this complex process are the audiovisual media. Therefore, the products that are made available to children and the protection of the child from harmful contents are essential to complete the training process in such a sensitive period of cognitive development. In this research we analyze the influence of television content in the process of constructing the identity of the child as well as the regulatory framework of audiovisual protection applied in Spain. A decade after the entry into force of Law 7/2010 of 31 March, General of Audiovisual Communication (LGCA), many of the challenges posed remain unresolved. As main conclusions we stress the need to respect the special protection schedule, the incorporation of thematic descriptors in the signalling of audiovisual products and a complete legislative categorization of harmful contents to children’s and young people’s development.La infancia es una etapa clave en la asimilación de valores y patrones de comportamiento que conforman la identidad. Entre los agentes socializadores que influyen en este complejo proceso se encuentran cada vez más presentes los medios audiovisuales. Por ello, los productos que se ponen a disposición de los niños y niñas y la protección del menor respecto a los contenidos considerados nocivos o perjudiciales resultan esenciales para completar el proceso formativo en un período tan sensible del desarrollo cognitivo. En el presente artículo analizamos la influencia de los contenidos televisivos en el proceso de construcción identitaria del menor, así como el marco regulatorio de protección audiovisual de aplicación en España. Una década después de la entrada en vigor de la Ley 7/2010, de 31 de marzo, General de la Comunicación Audiovisual (LGCA), muchos de los retos planteados continúan sin resolverse. Como principales conclusiones destacamos la necesidad de respetar el horario de protección especial, la incorporación de descriptores temáticos en la señalización de los productos audiovisuales y una categorización legislativa completa de los contenidos nocivos para el desarrollo infantil y juvenil

AUSTIM SPECTRUM DISORDER, SIX VIEWS AND A PARADIGM

This article systematizes the general concepts and paradigmatic approaches that have been developed in the last decades regarding Autism Spectrum Disorder (ASD) in Western society. The disciplinary views, which have influenced the generation of numerous scientific articles, manuals and books, are being addressed, and their dissemination has impacted different ways of professional action in the clinical field, education and families. The development of this topic has been predominantly and preferably addressed under a medical, psychological and positivist analysis through the time, leaving aside more phenomenological, hermeneutical and intersubjective approaches, which are the ones that allow getting into autistic people's lifeworld. This research, which is metatheoretical in nature, presents descriptive dimensions and it shows different views of model authors with the purpose of contributing to the intersections that result when the problems addressed are placed in a complex manner, recognizing the disciplinary and human diversity. Therefore, new lines of research are intended to be opened with the purpose of being able to think about autism issues under the epistemic, scientific and social situation present nowadays, in order to recognize the contribution of accumulated knowledge, but also to rethink about autism from the postmodernity perspective

TELEVISION PREFERENCES AND IDENTITY CONSTRUCTION IN CHILDREN WITH ASPERGER'S SYNDROME

Preferred television programs of children with Asperger's Syndrome (AS) were studied and analyzed to understand the influences in child identity construction. Fifteen semi-structured interviews were carried out with children aged 5 to 10 years with AS in Temuco, Chile. Data analysis was performed using ATLAS.ti 7.0 software, allowing category insurgence in open, axial and selective coding. Most AS children preferred television programs whose characters were heroes or villains, fictitious, not human and who expressed power over others. Their preferences were centered on games of domination, with little dialogue between characters, along with an important amount of fictional content. Children with AS also showed a tendency to postpone educational television programs. These results could be related to diagnosis characteristics. Predisposition to difficulties recognizing that television plots are not always accurate representations or models to achieve and maintain relationships in the real world, could intensify identity construction problems

BELIEFS OF VARIOUS EDUCATIONAL ACTORS ABOUT THE CULTURAL DIVERSITY OF FOREIGNERS

The arrival of foreign students to educational centres conveys a professional challenge to all members of educational communities. Moreover, a change in education is needed so it would orientate the kind of person studying to face a globalised society which changes continuously. The professionals who work with cultural diversity lack the formation in suitable competences for their educational labour. During a qualitative investigation, in which educators' beliefs from two educational centres in Temuco were collected using semi-structured interviews. The obtained results show that these professionals are worried about prejudices generated among families whose children share classrooms with foreign students

Child Protection, Identity Construction and Media. The Regulation of Audiovisual Content for Minors in Spain

Childhood is a key stage in the assimilation of values and behavioural patterns that shape identity. Among the socializing agents that influence this complex process are the audiovisual media. Therefore, the products that are made available to children and the protection of the child from harmful contents are essential to complete the training process in such a sensitive period of cognitive development. In this research we analyze the influence of television content in the process of constructing the identity of the child as well as the regulatory framework of audiovisual protection applied in Spain. A decade after the entry into force of Law 7/2010 of 31 March, General of Audiovisual Communication (LGCA), many of the challenges posed remain unresolved. As main conclusions we stress the need to respect the special protection schedule, the incorporation of thematic descriptors in the signalling of audiovisual products and a complete legislative categorization of harmful contents to children's and young people's development

SCHOOL SOCIAL CLIMATE IN STUDENTS OF LA ARAUCANIA REGION, CHILE

The objective of this study was to evaluate the perception of the School Social Climate of second-year highschool students in La Araucania, Chile. We worked with a representative sample of 2.352 students. The instrument to evaluate the School's Social Climate (CECSCE) was used. The confirmatory analysis showed that CECSCE has a unifactorial and bifactorial structure. The invariance analysis showed the stability of the scale for students of both genders and has adequate validity and reliability for its use in educational interventions. The results show that the students of La Araucania region perceive a moderate social climate. Likewise, those who belong to municipal schools perceive the most unfavorable social climates, especially in the type of Technical-Professional education and in rural areas. The role of teachers in general and, specifically, of Physical Education teachers, in their contribution to the improvement of school environments and stress levels in school is discussed

HISTORICAL APPROACHES TO THE CONCEPT OF PRISON

This work has been carried out from a theoretical bibliographic review, with descriptive scopes, supported by a hermeneutical paradigm, specifically the interpretation of written texts and the qualitative content analysis. Concepts of prison and its analogy with school are reviewed, since institutions and organizations fulfill the mission of being ideological devices of the state, addressing the device as tools to discover and expose systems of ideas and thoughts in the social sciences and especially in education where they operate through ideology as an expression of class interests, with a central repressive role. Through this analysis, access is made to the configuration of what we are and what we stop being, while what is current is the outline of what we are being

Education in Confinement: The Reintegration of Young People in Prison in La Araucania, Chile

This article addresses the social reintegration of young people studying in the prison of La Araucania, Chile. Our objective is to describe the social representation of young people between 19 and 29 years old, who are currently serving a custodial sentence, in their reintegration process after secondary education. We start off with the acknowledgement that both social mobility and educational career are historically marked by the reproduction of sociocultural inequality: Educational structures do not fulfill the mission of providing tools for a persons' life. Our article is based on a unique case study in which a current phenomenon is investigated; in this case, social reintegration within an authentic context-prison. Semi-structured interviews were applied during our research and participants' narratives were methodologically triangulated. Our article concludes that, given the presence of homogenizing and inefficient study plans, young people demand deep changes that are linked to a social pedagogy, which values their skills and life project through an awareness process. This process would enable them to explore their reality and cultural action in order to become conscious young people and co-creators of their future once in freedom