Congreso Arte y Educación en la UC reunió más de 400 profesores en torno a la educación artística y su desafío curricular

decana arte

Experiencias educativas, currículo, contexto y prácticas de aula, fueron parte de los temas abordados en el II Congreso de Arte y Educación, “Diálogos y significados de las artes visuales en la escuela actual. Una perspectiva crítica en torno a las bases curriculares, su sentido y la necesidad de una educación e investigación situada”.

El Centro de Extensión de la Universidad Católica fue sede de la segunda versión del Congreso Arte y Educación, que bajo el título “Diálogos y significados de las artes visuales en la escuela actual. Una perspectiva crítica en torno a las bases curriculares, su sentido y la necesidad de una educación e investigación situada” congregó a más de 400 estudiantes y profesores de Artes Visuales en ejercicio de todo el país el pasado sábado 16 de mayo, y donde los asistentes y expositores reflexionaron sobre el desafío pedagógico de fomentar el quehacer artístico de los niños con la calidad educativa.

La decana de la Facultad de Educación UC, Lorena Medina, dio un mensaje de bienvenida a los asistente subrayando que “promover oportunidades para que nuestros niños y jóvenes accedan a los espacios de desarrollo creativo e intelectual que la educación artística ofrece, supone no sólo un deber sino un derecho, tal y como la declaración de los Derechos Humanos plantea”.

-La necesaria calidad de una educación integral no puede soslayar ni marginar a la educación artística de las aulas. Habitualmente se habla sobre cómo muchas veces se ha la ha relegado a las fronteras del currículo escolar, casi a punto de caerse completamente. Por otro lado, los lenguajes y soportes propios de la estética cotidiana, obligan a repensar aquello que se lleva a las aulas escolares; el punto de encuentro entre la estética cotidiana y la enseñanza formal reflexionó la autoridad UC.

La profesora Daniela Cobos, del departamento de Didáctica de la Facultad de Educación de la UC, realizó la presentación “Un diálogo entre Educación Artística y contexto”, donde recalcó “la estrecha relación que existe entre las interacciones sociales y el desarrollo humano. El aprendizaje es un acto social”.

Ante la pregunta de cómo potenciar una enseñanza del arte situada, la académica sugirió que “se debe hacer un esfuerzo por ir contextualizando el currículo, adaptándolo a las necesidades y características de los estudiantes. Es necesario situar el conocimiento usando, por ejemplo, métodos didácticos para la educación situada, tales como hacer de la educación artística un espacio de resolución de problemas, trabajar con situaciones de la vida real que queremos analizar, levantar proyectos y enfocar el aprendizaje artístico al servicio a la comunidad”.

Por su parte, Luisa Miranda, jefa de la Carrera de Pedagogía en Educación Básica de la Universidad de Chile, hizo hincapié en el enfoque multidisciplinario que debe tener la educación artística, enfatizando que “se debe evitar la universalización de un canon y la recurrente implantación de una estética formalista. Se necesita repensar los sentidos y significados de la enseñanza de las artes, desde lo multicultural y lo multisocial”.

-Existe un canon de belleza que se ha instalado de tal forma en la educación que pensamos que lo bello tiene que concordar con una determinada armonía y existen muchos aspectos de la realidad que no se enmarcan en ese modelo. Es importante que el educador dé espacio a estas expresiones. Cuando existe creación ocurren de forma integrada: la producción, el pensamiento crítico y la reflexión sobre un contexto”, sostuvo la académica.

El seminario contó además con la presencia de Olga Espinoza, profesora UC que analizó el currículo escolar vigente y las variaciones en contenido y énfasis que ha enfrentado en el sector de la educación artística. “Es clave recalcar la importancia de socialización amplia y profunda de los cambios curriculares. Dentro de la Formación Inicial Docente y continua, es clave alfabetizar en una lectura compleja del currículo que permita desarrollar prácticas de contextualización. Asimismo y específicamente en el subsector de arte, es relevante conocer los nuevos documentos curriculares para identificar los componentes en que es preciso tomar decisiones contextualizadas”.

El congreso también contó con la participación de Alex Meza, Coordinador Área Educación y Mediación Cultural del Centro Cultural Palacio La Moneda, quien presentó parte de los esfuerzos que hace el centro para tener una mayor llegada a los escolares chilenos y hacer de las actividades que ahí se realizan, espacios didácticos y donde el niño se relacione sin necesidad de alejarse de la entretención. “El museo no tiene que ser un espacio de aburrimiento, debe abrir posibilidades y entregar entretención. No deben ser los niños quienes se adapten a un museo, sino el museo el capaz de adaptarse al público escolar”.

La ronda de exposiciones fue cerrada por Mara Silva Hope, alumna del Programa de Formación Pedagógica, Pontificia Universidad Católica de Chile y Licenciada en Artes Visuales, Universidad de Chile. Mara presentó elementos de la experiencia que vivó como educadora en la comuna de Rari, donde a través de un programa de intercambio los alumnos enseñaron a las artesanas a trabajar orfebrería, mientras las artesanas enseñaron a los alumnos a tejer en crin.

-Así como las decisiones políticas condicionan los dispositivos educacionales, el contexto geográfico y los modos de producción económicos influyen en el valor otorgado a las tradiciones. Mientras algunas artesanas de esta comunidad no puedan vivir de lo que elaboran, se condena a esta actividad a desaparecer paulatinamente-, sostuvo Mara.

Tras las exposiciones, el público pudo intercambiar impresiones y plantear preguntas a los expositores, en una ronda marcada por el diálogo y las inquietudes de los profesores de todo el país.

El Congreso Arte y Educación “Diálogos y significados de las artes visuales en la escuela actual. Una perspectiva crítica en torno a las bases curriculares, su sentido y la necesidad de una educación e investigación situada”, fue organizado por la Facultad de Educación de la Universidad Católica, el Departamento de Estudios Pedagógicos de la Facultad de Filosofía y Humanidades de la Universidad de Chile, el Centro de Estudios de Políticas y Prácticas en Educación (CEPPE-UC) y la plataforma Espacio Arte Educación.

INFORMACIÓN PERIODÍSTICA
Luis Gómez Abarca

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1 × SELECT content.id AS iid FROM educacion_content AS content
1 × SELECT c.id AS CID FROM educacion_categories AS c LEFT JOIN educacion_content AS content ON c.id = content.catid
1 × SELECT a.id, a.asset_id, a.title, a.alias, a.title_alias, a.introtext, a.fulltext, CASE WHEN badcats.id is null THEN a.state ELSE 0 END AS state, a.mask, a.catid, a.created, a.created_by, a.created_by_alias, CASE WHEN a.modified = 0 THEN a.created ELSE a.modified END as modified, a.modified_by, a.checked_out, a.checked_out_time, a.publish_up, a.publish_down, a.images, a.urls, a.attribs, a.version, a.parentid, a.ordering, a.metakey, a.metadesc, a.access, a.hits, a.metadata, a.featured, a.language, a.xreference,c.title AS category_title, c.alias AS category_alias, c.access AS category_access,u.name AS author,( SELECT MAX(contact.id) AS id FROM educacion_contact_details AS contact
1 × SELECT m.id, m.title, m.module, m.position, m.content, m.showtitle, m.params, mm.menuid FROM educacion_modules AS m LEFT JOIN educacion_modules_menu AS mm ON mm.moduleid = m.id LEFT JOIN educacion_extensions AS e ON e.element = m.module AND e.client_id = m.client_id
1 × SELECT u.* FROM educacion_users u
1 × SELECT `id` FROM `educacion_usergroups
1 × SELECT folder AS type, element AS name, params FROM educacion_extensions
1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1732579400;s:18:\"session.timer.last\";i:1732579400;s:17:\"session.timer.now\";i:1732579400;s:24:\"session.client.forwarded\";s:13:\"3.133.138.129\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1732579402'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('e3e6bf202ce032533f521d16b5acdd08', 0, '1732579400'

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Información de Perfil

Uso de Memoria

Registro Database

44 Registro Consultas

34 Tipos de consultas del registro, Ordenado por acontecimientos.

SELECCIONAR Tablas:

OTRAS Tablas: