Publication: Transformaciones institucionales: arte, educación y espacio social
Authors
Parramon Arimany, Ramon
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia: Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Las prácticas híbridas entre arte y educación no solo facilitan la interconexión entre dos ámbitos, sino que también refleja una tensión interdisciplinar marcada por estructuras institucionales que los delimitan. En los últimos años han surgido enfoques que combinan investigación, producción y contexto, promoviendo nuevas formas de mediación y aprendizaje basadas en procesos de afectación mutua. Estos cambios responden a transformaciones sociales y culturales que exigen repensar los vínculos entre ambos. Los planteamientos críticos en relación con la institución y a la transdisciplinariedad son claves en este proceso, operando desde fuera, desde dentro o mediante la ruptura con los sistemas existentes. La convergencia entre arte, educación y espacio social, impulsada tanto por proyectos independientes como por políticas culturales, ha generado modelos híbridos donde el arte actúa como herramienta pedagógica y la pedagogía como plataforma de innovación creativa. Este proceso no ha sido espontáneo, sino resultado de estrategias orientadas a crear formas de institucionalidad más inclusivas y dinámicas. Así, la interacción entre estos tres ámbitos no solo redefine sus límites, sino que también contribuye activamente a la transformación social, generando espacios de aprendizaje más críticos, participativos y alineados con las realidades contemporáneas.
Hybrid practices between art and education not only facilitate the interconnection between these two fields but also reveal an interdisciplinary tension shaped by the institutional structures that frame them. In recent years, approaches that combine research, production, and context have emerged, promoting new forms of mediation and learning grounded in processes of mutual affectation. These developments respond to broader social and cultural transformations that require rethinking the relationships between both domains. Critical perspectives on institutional structures and on transdisciplinarity are central to this process, operating from within, from outside, or through the disruption of existing systems. The convergence of art, education, and social space —driven both by independent projects and by cultural policies— has generated hybrid models in which art works as a pedagogical tool and pedagogy becomes a platform for creative innovation. This process has not been spontaneous but rather the result of strategies aimed at fostering more inclusive and dynamic forms of institutionality. In this way, the interaction among these three spheres not only redefines their boundaries but also actively contributes to social transformation, generating learning environments that are more critical, participatory, and attuned to contemporary realities.
Hybrid practices between art and education not only facilitate the interconnection between these two fields but also reveal an interdisciplinary tension shaped by the institutional structures that frame them. In recent years, approaches that combine research, production, and context have emerged, promoting new forms of mediation and learning grounded in processes of mutual affectation. These developments respond to broader social and cultural transformations that require rethinking the relationships between both domains. Critical perspectives on institutional structures and on transdisciplinarity are central to this process, operating from within, from outside, or through the disruption of existing systems. The convergence of art, education, and social space —driven both by independent projects and by cultural policies— has generated hybrid models in which art works as a pedagogical tool and pedagogy becomes a platform for creative innovation. This process has not been spontaneous but rather the result of strategies aimed at fostering more inclusive and dynamic forms of institutionality. In this way, the interaction among these three spheres not only redefines their boundaries but also actively contributes to social transformation, generating learning environments that are more critical, participatory, and attuned to contemporary realities.
publication.page.subject
Citation
Parramon Arimany, R. (2026). Transformaciones institucionales: arte, educación y espacio social. Arte Y Políticas De Identidad, 34, 118–137.
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/