Formación de profesores en la interrelación arte, educación y cultura: una mirada sobre patrimonios posibles
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2013-07
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Este texto reflexiona sobre la formación para la enseñanza de las
artes visuales, señalando cruces entre arte, educación, cultura y patrimonio y
presentando situaciones en las que la educación artística dialoga con los contextos
contemporáneos. En mi propuesta, el debate sobre patrimonio cultural, así como las
acciones pedagógicas relacionadas con estas cuestiones, pretende avivar los procesos
de formación de los maestros para la enseñanza del arte basada en experiencias
pedagógicas trabajando con situaciones donde las fronteras entre las instancias
académicas se desafían constantemente. Busco estimular el interés investigativo
por las culturas populares, el arte público o el arte en el contexto de comunidad,
que generan cuestiones de identidad, memoria, patrimonio y acervo cultural, entre
otras cosas, escapando de la centralización de conceptos hegemónicos sobre lo que
es «arte», o sobre nociones determinadas de lo que se debe enseñar en cuanto a
arte. El texto presenta un ejemplo de cómo cuatro estudiantes de la Licenciatura en
Artes Visuales en la Universidad Federal de Goiás-Brasil - en el año 2006 enfrentó
estos retos propiciando la aportación de la experiencia del estudiante, su familia y la
comunidad para el plan pedagógico de enseñanza en el Museo y la escuela.
This text reflects on the training process of Visual Arts teachers, points out the relationships between art, education, culture and heritage, and presents situations in which art education converses with contemporary contexts. In this debate on the cultural heritage, as well as dealing with the pedagogical implications related to these issues, it aims to enliven the training of art teachers with pedagogical experiences in situations in which the boundaries between academic institutions are a constant challenge. The aim is to stimulate investigative interest in popular cultures, public art, or art in the context of the community, which generate questions of identity, memory, and cultural heritage, among other things, escaping from the centralization of hegemonic concepts on what is ‘art’, or certain notions of what should be taught in terms of art. The text presents an example of how four students of the Bachelor of Visual Arts course at the Federal University of Goiás, Brazil, in 2006 faced these challenges by using contributions from the experience of students, their families and the community to plan lessons linking museums with school classes.
This text reflects on the training process of Visual Arts teachers, points out the relationships between art, education, culture and heritage, and presents situations in which art education converses with contemporary contexts. In this debate on the cultural heritage, as well as dealing with the pedagogical implications related to these issues, it aims to enliven the training of art teachers with pedagogical experiences in situations in which the boundaries between academic institutions are a constant challenge. The aim is to stimulate investigative interest in popular cultures, public art, or art in the context of the community, which generate questions of identity, memory, and cultural heritage, among other things, escaping from the centralization of hegemonic concepts on what is ‘art’, or certain notions of what should be taught in terms of art. The text presents an example of how four students of the Bachelor of Visual Arts course at the Federal University of Goiás, Brazil, in 2006 faced these challenges by using contributions from the experience of students, their families and the community to plan lessons linking museums with school classes.
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Formación, Teacher training, Enseñanza artística, Arte, Cultura, Patrimonio, Art education, Art, Culture, Heritage
Citação
GUIMARAES, Leda. Formación de profesores en la interrelación arte, educación y cultura: una mirada sobre patrimonios posibles. EARI: educación artística revista de investigación, València, n. 4, p. 115-130, 2013.