Educommunication. The first 60 years of a history polysemic

Abstract

In this article is considered important to reflect that it is not feasible to talk about education as a development factor without Education-Communication, which responds to different denominations: Media education, Education media, Audio-visual Literacy, Media Literacy, Educational Communication, Edu- communication, between others. In that sense, the text aims to point out that the indiscriminate and interchangeable use of these terms has contributed in part to its limited field of study, but also to the semantic confusion when such concepts are addressed. Therefore, it is assumed that, to understand an educommunicative proposal, we must consider not only the theoretical constructs that support it, but the historical evolution of the term in order to problematize its polysemy and justify the meaning that has been determined to agree consistent to the potential innovative, educational and organizational purposes which consider a particular regional perspective, such as that resulting from the contrast of meaning in the European world and the Latin American world along the history of the concept.