Publication: Educación artística e inclusión en magisterio: aproximación a lo decolonial y las estéticas-otras mediante un proceso de a/r/t/ografía
Authors
Colomina-Molina, Teresa
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Publisher
Universidad Autónoma de Madrid
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DOI
https://doi.org/10.15366/riejs2024.13.2.009
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info:eu-repo/semantics/article
Description
© 2024, La revista. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. This document is the Published version of a Published Work that appeared in final form in Revista Internacional de Educación para la Justicia Social. To access the final edited and published work see https://doi.org/10.15366/riejs2024.13.2.009
Abstract
El movimiento decolonial denuncia al sistema occidental imperante por invisibilizar y desnaturalizar la diversidad, la cultura, el conocimiento y las estéticas-otras. Los centros educativos acogen estudiantes de diversas procedencias y subjetividades que no se reflejan en el currículo oficial. Disciplinas visuales como la performance o la fotografía han tenido importancia en el arte como herramientas de denuncia para una sociedad más equitativa. El objetivo principal de esta investigación es descubrir si el enfoque decolonial y a/r/tográfico se complementan de forma activa para ampliar la práctica artística intercultural e inclusiva de estudiantes del grado de educación primaria. Desde una metodología de investigación basada en las artes (IBA) y un enfoque a/r/tográfico, el alumnado tiene que investigar, crear y generar aprendizaje sobre racismo, machismo y homofobia mediante referentes artísticos. Los resultados obtenidos, de naturaleza cualitativa, se presentan a través de imágenes y reflexiones dialógicas colectivas. De este análisis se desprende, a modo de conclusión, que este tipo de dinámicas contribuye a la comprensión de cómo las prácticas artísticas y la investigación pueden converger para desafiar y transformar narrativas hegemónicas, abogando por una educación más equitativa y reflexiva.
The decolonial movement denounces the prevailing western system for invisibilising and denaturalising diversity, culture, knowledge and aesthetics-other. Educational centres take in students from diverse backgrounds and subjectivities that are not reflected in the official curriculum. Visual disciplines such as performance or photography have been important in art as instruments of denunciation for a more equitable society. The main objective of this research is to discover whether the decolonial and a/r/tographic approach actively complement each other in order to broaden the intercultural and inclusive artistic practice of primary school students. From an arts-based research methodology (ABR) and an a/r/tographic approach, the students have to investigate, create and generate learning about racism, sexism and homophobia through artistic references. The results obtained, of a qualitative nature, are presented through images and collective dialogical reflections. In conclusion, this analysis shows that this type of dynamic contributes to the understanding of how artistic practices and research can converge to challenge and transform hegemonic narratives, advocating for a more equitable and reflective education.
The decolonial movement denounces the prevailing western system for invisibilising and denaturalising diversity, culture, knowledge and aesthetics-other. Educational centres take in students from diverse backgrounds and subjectivities that are not reflected in the official curriculum. Visual disciplines such as performance or photography have been important in art as instruments of denunciation for a more equitable society. The main objective of this research is to discover whether the decolonial and a/r/tographic approach actively complement each other in order to broaden the intercultural and inclusive artistic practice of primary school students. From an arts-based research methodology (ABR) and an a/r/tographic approach, the students have to investigate, create and generate learning about racism, sexism and homophobia through artistic references. The results obtained, of a qualitative nature, are presented through images and collective dialogical reflections. In conclusion, this analysis shows that this type of dynamic contributes to the understanding of how artistic practices and research can converge to challenge and transform hegemonic narratives, advocating for a more equitable and reflective education.
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Citation
Revista Internacional de Educación para la Justicia Social 2024, 13(2), 151-169
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