Aplicaciones del audiovisual etnográfico a procesos de desarrollo e inclusión social en Centroamérica a partir del rescate y revitalización del patrimonio cultural

Abstract

Introduction In the context of development cooperation, communication is an opportunity for social transformation through actions aimed at intercultural dialogue and citizen participation. The thesis takes as its starting point the recovery and revitalization of cultural heritage of Central America through the audiovisual ethnographic tool to achieve better development rates. The document aims to provide knowledge to the media education discipline and media literacy as a key to the realization of strategic communication actions. To do this, it analyzes and proposes the application of an ethnographic audiovisual in three dimensions: informative, relational and educational. Objectives The overall objective is to provide different perspectives of the ethnographic audiovisual to strengthen the culture and development binomial throughout the rescue and revitalization of cultural heritage in Central America, and, as a consequence, contribute to improving the quality of life of people in situations of social vulnerability. Specific objectives: to identify the main dimensions of the ethnographic audiovisual as a communicational and educational tool; to expose a sample of Central American heritage to strengthen cultural identities; to contrast the perception of agents and professionals in the cooperation, culture and communication fields; to analyze the inclusion of media literacy activities and the production of audiovisual co-authorship; and assess its scope in group exercises and intercultural dialogue. Method The research is qualitative in nature and has two levels of methodological approach in each of the three dimensions considered: the first level is based on the production and realization of ethnographic audiovisual by methods and techniques such as participant observation, interview, data collection using the camera and workshops (in relational and pedagogical dimensions) of media literacy in a participatory action research sample (IAP); the second level of methodological approach consisted in obtaining responses from social and institutional actors from Central American ethnographic audiovisual as reactive elements, using techniques like a Likert questionnaire, focus group exercises and speech analysis. The investigation was completed in-depth interviews with experts. Results The results point to the need to produce ethnographic audiovisual in cooperation contexts to strengthen regional integration processes and preserve heritage, the strengthen of cultural identities, social integration, youth participation and local governance improvement Collective audiovisual production and subsequent self-observation and reflection allow delve into the emotions of the group, respect for the others and the discovery of new languages, for which the contribution of media literacy is necessary, to value assets sometimes unnoticed, but with great potential for the local economy. Finally, participation in shared audiovisual creation creates opportunities for re-significance of cultural heritage through actions media literacy and media education. Ancestral culture's pride, recovery of indigenous roots or other collections raise up. In it, the ethnographic audiovisual and communication product thrives on ethics and esthetics to achieve the cherished social changes. Conclusions It is appropriate to apply the ethnographic audiovisual in the planning and management of initiatives of development cooperation in order to contribute to a real communication for social transformation from the consideration of culture as a human aspiration to a better life. While the benchmark in the research is the recovery and revitalization of cultural heritage, the model is applicable to other areas of development in Central America, such as the violence prevention or environmental sustainability. The ultimate goal is to contribute to reducing inequalities and social exclusion in the region. In this bet, the communicator has become a educommunicator that in addition to inform, provokes actions of intercultural dialogue and media literacy in order to facilitate social changes.