The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation
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| Format: | Online |
| Language: | spa eng por |
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Universidad Nacional, Costa Rica
2020
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| Online Access: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259 |
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EDUCARE10259 |
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ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng por |
| format |
Online |
| author |
García-Huidobro-Munita, Rosario Montenegro-González, Catalina |
| spellingShingle |
García-Huidobro-Munita, Rosario Montenegro-González, Catalina The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| author_facet |
García-Huidobro-Munita, Rosario Montenegro-González, Catalina |
| author_sort |
García-Huidobro-Munita, Rosario |
| title |
The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| title_short |
The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| title_full |
The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| title_fullStr |
The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| title_full_unstemmed |
The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation |
| title_sort |
artistic practices with feminist approaches as educational experiences that promote social transformation |
| title_alt |
Las prácticas artísticas con enfoques feministas como experiencias educativas que promueven la transformación social Práticas artísticas com abordagens feministas como experiências educacionais que promovem a transformação social |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2020 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259 |
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EDUCARE102592020-03-10T00:52:33Z The Artistic Practices With Feminist Approaches As Educational Experiences That Promote Social Transformation Las prácticas artísticas con enfoques feministas como experiencias educativas que promueven la transformación social Práticas artísticas com abordagens feministas como experiências educacionais que promovem a transformação social García-Huidobro-Munita, Rosario Montenegro-González, Catalina Artistic activities artistic education feminist movement training course Actividades artísticas educación artística movimiento feminista curso de formación Atividades artísticas Educação Artística movimento feminista curso de formação The present article seeks to describe artistic practices that incorporate a feminist perspective in initial university formation and to reflect on how students make links between arts, teaching, and feminist thought as a contribution to their professional development and that of the students at school. For this, the learning experience of a group of students from the career of Pedagogy in Art Education, at Silva Henríquez Catholic University, is collected. During the Integral Workshop course, they carried out works of artistic creation with a feminist approach and linked their works with didactic activities involving gender and social transformation aspects in the classroom. We postulate that the transit between the artistic and the pedagogical fields that they study in the university formation allows the development of a political commitment as artists-educators. This commitment shows other ways of teaching arts in the classroom, where they demonstrate a feminist position of education and pedagogical relationships. These principles would bring us closer to teachings that make the artistic practice adopt a stand in favor of transformative experiences, which go beyond the school curriculum to open spaces for dialogue and understanding in school. El presente artículo busca describir las prácticas artísticas que incorporan una mirada feminista en la formación inicial y reflexionar sobre cómo dicho estudiantado realiza vínculos entre las artes, la enseñanza y el pensamiento feminista, como un aporte para su desarrollo profesional y el del estudiantado en la escuela. Para ello se recoge la experiencia de aprendizaje de un grupo de estudiantes de la carrera de Pedagogía en Educación Artística, de la Universidad Católica Silva Henríquez, quienes durante el curso Taller Creativo Integral realizaron trabajos de creación artística con enfoques feministas y vincularon sus obras con actividades didácticas que ponían en juego aspectos de género y de transformación social en el aula. Postulamos que el tránsito entre lo artístico y lo pedagógico que aprenden en la formación universitaria permite el desarrollo de un compromiso político como artistas-educadores-educadoras, que muestra otros modos de enseñar las artes en el aula, donde evidencian una postura feminista de la educación y de las relaciones pedagógicas. Estos principios nos acercarían a enseñanzas que ponen la práctica artística a favor de experiencias transformadoras, que van más allá del currículo escolar para abrir espacios de diálogo y de comprensión en la escuela. Este artigo procura descrever as práticas artísticas que incorporam uma perspectiva feminista na formação inicial e refletir sobre como o referido grupo de estudantes estabelece vínculos entre as artes, o ensino e o pensamento feminista, como contribuição ao seu desenvolvimento profissional e do grupo de estudantes na escola. Para isso, recolhe-se a experiência de aprendizagem de um grupo de estudantes da carreira de Pedagogia da Educação Artística da Universidade Católica Silva Henríquez, os quais, durante o curso do Workshop Criativo Integral, realizaram trabalhos de criação artística com abordagens feministas e vincularam seus trabalhos a atividades didática que põe em jogo aspectos de gênero e transformação social na sala de aula. Postulamos que o trânsito entre o artístico e o pedagógico aprendido no ensino universitário permite o desenvolvimento de um compromisso político como artistas-educadores-educadores, o que mostra outras formas de ensinar artes na sala de aula, onde demonstram uma posição feminista da educação e das relações pedagógicas. Esses princípios nos aproximam de ensinamentos que colocam a prática artística em favor de experiências transformadoras, que vão além do currículo escolar e abrem espaços de diálogo e compreensão na escola. Universidad Nacional, Costa Rica 2020-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article articulo artigo application/pdf text/html application/epub+zip application/xml application/octet-stream audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259 10.15359/ree.24-1.23 Revista Electrónica Educare; Vol. 24 No. 1 (2020): Revista Electrónica Educare (January-April); 1-16 Revista Electrónica Educare; Vol. 24 Núm. 1 (2020): Revista Electrónica Educare (enero-abril); 1-16 Revista Electrónica Educare; v. 24 n. 1 (2020): Revista Electrónica Educare (Janeiro-Abril); 1-16 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/17800 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18549 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18550 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18649 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18551 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18552 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/10259/18553 Copyright (c) 2019 Revista Electrónica Educare |