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In the current scenario of technological and digital convergence, cultural practices imply both knowledge and learning which defy school as institution. This article proposes a theoretical and methodological approach to analyze educational experiences where students act as media producers. Through an ethnographical research on situated learning and cultural practices at school, applied specifically to a case study of artistic creation, the main situational elements are reported: activity, context, relations, participation and understanding of both process and creations. The results show the turning points in the teaching practice, the strategies used by teachers and students, and how they can be articulated with the common meanings of what learning is in this context. The idea is to contribute to education itself, by putting daily media practices closer to the school context, and also to the research on education, suggesting relevant ways to know and understand learning.

Aprendizaje y producción mediática digital en la escuela: Un abordaje etnográfico del aprendizaje como práctica cultural en Artes Visuales