Visual narratives in environmental education
Anthropocene aesthetics from the global south
DOI:
https://doi.org/10.32674/dqv9yn20Keywords:
Antropoceno, Educación ambiental, Justicia ambiental, narrativas visuales, pedagogía basada en el arte, conciencia ecológica, Anthropocene, environmental education, visual narratives, art-based pedagogy, ecological awareness, environmental justiceAbstract
This article examines the relationship between art, ecology, and education in the context of the Anthropocene, focusing on visual narratives as ethical-political devices oriented toward environmental justice. The study adopts a qualitative, interpretive approach based on a semiotic-discursive analysis of three short films produced by students in the course Art, Nature, and Ecology at the Autonomous University of Nayarit. The findings show that the process of creating these audiovisual works enabled students to construct a visual and sonic grammar through which they represent the socio-environmental crisis as a structural, everyday, and normalized phenomenon, articulated through aesthetics of devastation, slow violence, and critiques of anthropocentrism. In addition, aesthetic and narrative resources mobilize affective and sensory dimensions that foster the development of critical environmental awareness. In this sense, audiovisual production functions as a pedagogical device that not only represents ecological crisis but makes it perceptible, promoting reflection, memory, and collective responsibility.
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