ABSTRACT2 2 The translation of this article into English was funded by the Fundação de Amparo à Pesquisa do Estado de Minas Gerais - FAPEMIG - through the program of supporting the publication of institucional scientific journals. :
In the last two decades there has been a growing interest in the subject of educational spaces due to the empirical projects that have been gaining ground and have been adopted globally in various educational institutions. However, it seems that few contributions can be subtracted from the communicative field when examining the theoretical and conceptual foundations of this topic. The present text is a critical review of studies on educational spaces with the aim of incorporating into the academic debate some elements of communication and, thus, to reinforce the interpretative frameworks of this phenomenon. The proposed methodology is a documentary approach through discursive analysis and observation of four projects related to classroom innovation. Mainly, it is noted that efforts are being made to change the unidirectional or analogous -metaphorically speaking- communicative model that prevails in conventional classrooms, as well as to promote spaces more closely linked to the digital culture expressed in the interaction and appropriation modes of young people. In this sense, educational communication can provide broad conceptualizations to enrich research on educational spaces.
Key words:
educational spaces; communication; classroom; innovation
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