Irene Machado’s article “Espaços Semióticos Modelizados Pelos Meios” (Semiotic Spaces Modelled by Media) discusses the complex interdependence between communication and space, showing how electronic audiovisual and digital media shape contemporary culture and our perception of space. The author reflects on the notion of information space and on regimes of sensory spatiality that today go far beyond visual surfaces and geographical places, questioning the notion of continuous space and its implications for communication and culture. When we think of cyberspace today, for example, we are facing a space that cannot be defined geographically or in terms of surface.
Machado argues that communication is intrinsically linked to models of space, shaped by technological advances in electronic and digital media. This transformation results in geopolitics replacing traditional geography, changing how we understand and use space. When doctor and patient meet in a video consultation, the space of the consulting room is transformed into a “place that exists only through media”. The concept of information space, which goes beyond visual and geographical limits, incorporates sensory dimensions made possible by audiovisual media, often generating a sense of belonging or immersion in immaterial worlds, as in immersive games, virtual reality, extended reality and others. Electronic media thus create “luminous spaces” that redefine visuality and positioning, presenting a field of sensory communication that challenges traditional geographical boundaries.
The author stresses that media not only create these spaces but at the same time define the spatial nature of the beings who interact in these environments. In this sense, electronic audiovisual space emerges as a field of sensory communication that challenges traditional geography. This transformation leads to the creation of a semiotic space in which borders and limits are redefined by communication technologies, fostering a complex relationship between physical space and cultural space. Digitization and the introduction of new signs and graphic systems reinforce this dynamic, turning information space into a force field of geopolitical disputes.
If we take the points raised in Irene Machado’s essay and apply them to health education, it seems to me that the field can benefit significantly from reflections on the semiotic modelling of space and the transformation brought about by electronic and digital media. This means thinking about the incorporation of audiovisual and digital media in education as ways of creating more dynamic and interactive learning environments, such as simulations and virtual reality, providing sensory experiences that strengthen the understanding of complex concepts, while taking into account new perceptions of these virtual spaces.
Virtual learning spaces seem to encourage the exploration of solutions in a continuous and interconnected information environment, similar to the semiotic space described by Machado, but she also tells us about a field of tensions established there that should not be overlooked. Technologies such as mobile apps and e-learning platforms are more than simple teaching resources: they are devices that can model the educational space, making it accessible and flexible and facilitating continuous learning and the updating of health professionals, or the opposite. This calls for careful reflection on the biases introduced by technologies in education.
Creating interactive information spaces, such as health portals and specialized social networks, can improve the dissemination of health information, engaging communities and promoting healthy behaviours. However, these environments call for reflection on the culturalization of the educational space, taking into account cultural diversity and the specific needs of different populations, so that inclusive and effective health education is promoted.
Irene Machado’s article thus invites us to rethink the relationship between communication and space in light of technological and cultural transformations. Her reflections open the way for pedagogical innovations that make use of the potential of digital and audiovisual media. Health education can thus benefit from the creation of semiotic spaces that foster more sensory, interactive and contextualized learning, contributing to the training of professionals who are better prepared and more aware of the complex dynamics of the contemporary world, with further research needed to understand the meaning-modelling dimension of these spaces.
In considering the semiotic modelling of space and its applications in health education, I realize that the transformation of media directly influences educational practices. The intersection of technology, cultural semiotics and health education thus provides fertile ground for reflections that seek to respond to contemporary demands for professional training and updating.
Although somewhat hermetic for readers new to cultural semiotics, the analysis proposed by Machado offers a good theoretical basis for rethinking and innovating health education. Contributing to the creation of educational semiotic spaces that integrate digital and audiovisual technologies can result in a more dynamic, accessible and relevant education, aligned with the needs and challenges of the 21st century.
Reference:
MACHADO, I. Espaços Semióticos Modelizados Pelos Meios. Associação Nacional dos Programas de Pós-Graduação em Comunicação. XXIII Encontro Anual da Compós, Universidade Federal do Pará, 27 a 30 de maio de 2014. Available at: http://www.inpecc.pro.br/media/pesquisas/EspaCos%20SemiOticos%20Modelizados%20Pelos%20Meios%20-%20Irene%20Machado.pdf
This text is part of the guide Cultural Semiotics: Lotman, the Semiosphere and Education.
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