Family Guy and South Park profiles of current lifestyle

Article Sidebar

PDF (Spanish)
Published: Feb 6, 2017
DOI: https://doi.org/10.11600/1692715x.1510330102016
Keywords:
Vida cultural (44), estilo de vida (191), medios de comunicación (5), vida cotidiana (136) (Tesauro de Ciencias Sociales de la Unesco).

Main Article Content

Yebrail Castañeda-Lozano
Universidad de La Salle

Abstract

(descriptive): This reflective article seeks to identify lifestyles modeled by the mass media, specifically the South Park and Family Guy television shows. The characteristics of these two series are presented and analyzed, ranging from the shows' protagonists to the lifestyles and identities that they represent, which Latin American children and youth have adopted and incorporated into their lives. This article traces the literary tradition of these shows, describes their history and the main concepts of each program, identifies the lifestyles that are projected in the shows and defines the identities that are emerging among children and young people in Latin America. The methodology involved a diagnostic of each character, identifying their inclinations and obsessions and projecting these notions into certain lifestyles that they represent, in accordance with social and cultural contexts, in order to establish an approximation of their identities, which is presented in the conclusions.


Key words: Cultural life (44), lifestyle. (191), mass media (5), everyday life (136) (Social Science Unesco Thesaurus).

Article Details

How to Cite
Family Guy and South Park profiles of current lifestyle. (2017). Revista Latinoamericana De Ciencias Sociales, Niñez Y Juventud , 15(1), 71-84. https://doi.org/10.11600/1692715x.1510330102016
Issue
Vol. 15 Num. 1 enero - junio de 2017
Section
Primera Sección: Teoría y Metateoría
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

You are free to:

  • Adapt - remix, transform, and build upon the material
  • The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

  • Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • NonCommercial - You may not use the material for commercial purposes.

  • ShareAlike - If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Author Biography

Yebrail Castañeda-Lozano, Universidad de La Salle

Profesor Universidad de La Salle, Colombia. Docente del Programa de la Licenciatura en Educación Religiosa de la Universidad de La Salle. Candidato al Doctorado en Filosofía de la Universidad Santo Tomás. Magíster en Educación de la Universidad Javeriana. Licenciado en Filosofía y Letras y Especialista en Filosofía de la Educación de la Universidad de la Salle.

How to Cite

Family Guy and South Park profiles of current lifestyle. (2017). Revista Latinoamericana De Ciencias Sociales, Niñez Y Juventud , 15(1), 71-84. https://doi.org/10.11600/1692715x.1510330102016

References

Anderson, B. C. (2013). South Park Conservatives. The revolt against liberal media bias. Washington: Regnery Publishing.

Arp, R. & Decker, K. S. (2013). The ultimate South Park and philosophy. Respect my philosophah. Oxford: Blawell Philosophy and Culture Series.

Baiget, T. (2015). Anuario ThinkEPI2015. Análisis de tendencias de información y documentación. Barcelona: EPI SCP.

Calahan, S. (2007). Padre de Familia. Barcelona: Astiberri.

Cogan, B. (2012). Deconstructing South Park. Critical Examinations of Animated Transgresstion. New York: Lexington Books.

De La Hoz, C. (2011). Family Guy Gide to Life. Philadelphia: Running Press.

Espinosa, F. J. (2011). La igualdad de género en la evaluación de la ayuda del desarrollo. Madrid: Universidad Complutense de Madrid.

González, A. & Rodríguez, R. (2014). Caos digital y medios comunes. Transformaciones de la comunicación social en el Siglo XXI. Madrid: Dikinson.

Griffin, B. (2009). Padre de Familia No 2. Barcelona: Astiberri.

Griffin, S. (2007). Family Guy: The Stewie Griffin School of Hard Knocks Grad Pad: A personalized, Ultraconfidential Yearbook. New York: Harper Collins.

Hanley, R. (2013). South Park and Philosophy. Bigger, Longer and Penetrating. Chicago: Popular Culture and Philosophy.

Jarvis, J. (2014). El fin de los medios de comunicación de masas. Barcelona: Gestión 2000.

López, J. P. (2004). Mi proyecto de vida. México D. F.: Panorama.

Monbourquette, J. (2000). A cada cual su misión. Descubrir el proyecto de vida. Santander: Sal Terrae.

Pardo, I. (2005). Jóvenes construyendo su proyecto de vida. Bogotá, D. C.: Magisterio.

Penas, S. (2008). Aproximación a los valores y estilos de vida de los jóvenes de 13 y 14 años de la Provincia de Coruña. Coruña: Santiago de Compostella.

Rodríguez, J. A. (2014). Aproximación de un modelo teórico de participación social que ofrezca la calidad de vida desde el contexto de la educación venezolana. Córdoba: Universidad de Córdoba.

Simpson, B. (2014). The libertatian lesson of South Park: An analysis of libertarianism in South Park. Santa Fe: Small Town Press.

Smith, D. (2007). Family Guy: Peter Griffin's Guide to the holiday. New York: Harper Collins.

Thompson, D. (2014). South Park. FAQ. All that's left to know about the who, what, where, when and of American favorite mountain town. Milwakee: Montclaire.

Unesco (2014). Indicadores de género para medios de comunicación. París: Sector de la Comunicación y de la Información.

Wisnewsky, J. (2007). Family Guy and Philosophy. Nueva York: WileyBlackwell.