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Revista mexicana de investigación educativa
versão impressa ISSN 1405-6666
RMIE vol.12 no.34 Ciudad de México Jul./Set. 2007
Sección Temática
Investigación temática
¡ADELANTE! Conectándose al pasado, anhelando el futuro a través del discurso visual latino
*Peter M. Cowan es profesor asistente del Department of Language Education, de Indiana University, W. W. Wright Education Building, 201 North Rose Avenue, Bloomington, Indiana 47405-1006, USA. CE: pcowan@indiana.edu y plcowan@sbcglobal.net.
Los jóvenes latinos en Estados Unidos crean dibujos dentro y fuera de la escuela, expresando identidades biculturales a través de una iconografía que ha migrado desde los países mesoamericanos. Este estudio etnográfico describe estos dibujos como una forma subalterna de alfabetismo visual, y encuentra que ofrecen a los espectadores informados una entrada a discursos sobre la manera de ser tanto joven como latino. Tales prácticas subalternas del alfabetismo visual transculturaron y migraron con los mestizos, quienes integraron la iconografía a sus ambientes visuales. Asimismo, integraron sus prácticas de alfabetismo visual a la red social de sus comunidades en Estados Unidos. Este estudio explora estas prácticas sociales y las ubica dentro del contexto histórico de la zona de contacto entre el alfabetismo pictográfico mesoamericano y el europeo basado en un sistema alfabético, a partir de la conquista española.
Palabras clave: investigación etnográfica; semiología; identidad cultural; juventud; migración; Estados Unidos
U.S. Latino youth create drawings inside and outside of school that express bicultural identities and feature iconography that has migrated from Mesoamerican countries. This ethnography describes these drawings as a subaltern form of visual literacy, and finds that they afford knowledgeable viewers entrance into discourses about being young and Latino. These subaltern visual literacy practices transculturated and migrated with mestizos who integrated the iconography into their visual environments and injected their visual literacy practices into the social fabric of their communities in the United States. This study explores these social practices and situates them in the historical context of the contact zone of Mesoamerican pictographic and European alphabetic literacies beginning with the Conquest.
Key words: ethnographic research; semiotics; cultural identity; youth; migration; United States
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Recibido: 10 de Enero de 2007; Revisado: 15 de Mayo de 2007; Aprobado: 25 de Mayo de 2007
Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons
