Abstract:

This work is framed in the field of the visual studies, an area of interdisciplinary research that proposes the analysis of the social life of the cultural objects. The interdisciplinary perspective claims the construction of a new object of study, an object socially produced in the context of a few communicative devices historical and culturally privileged. And it claims also a new perspective on the subject that approaches the object in order to analyze it and to realize his meaning. This subject is socially positioned and therefore he practises a social perspective on the objects, definitively, he realizes an "act".

In the area of the visual studies, the object of analysis is constituted by the things that we can see but whose visual field, whose regime of visibility, is socially determined, culturally framed in the same "act" of contemplating it in terms of genre, education or class. The question that appears then is: what happens when someone looks something and what develops of this act?.
The visual systems like the cinema, the television or Internet are devices that manage the ways of looking and that educate the look and the relation of the spectator with the objects that they spread. These devices shape a propedeutic of the look, an authentic learning process of the form in which the spectators orientate the meaning over of his visual experiences. In this approach, the design, the manipulation of the form of the visual objects represents a communicative strategy and the methodology by means of which a certain look is registered involving the meaning in the same act of looking.

The critical pedagogy tries to develop in the spectator a meta-skill, a way of thinking and to think about the communicative processes involved in the positioning social and culturally determined of reading and interpreting the cultural objects. In this way, the meeting of the visual studies with the critical pedagogy is realized concerning the problematic of the process of construction of the sense. But of a sense that already does not concern to the materiality of the object, but to the aptitude of the visual artefacts to summon certain "acts" of looking.

The semiotic and communicative approach to the visual questions has special relevancy in the processes of design of the new currícula in the area of the European space of higher education, as well as in the definition of the skills to develop in the new university qualifications.

Keywords:

design, form, television, series.