Anuario XVI

El Arte de Crear Nuevos Sentidos para la Experiencia Escolar

Autor/es: Regatky, Mariela

RESUMEN
En este artículo, proponemos reflexionar sobre el papel del arte en la escuela, en especial en experiencias educativas recientes que se han generado para retener, auxiliar, posibilitar, aprendizajes alternativos a aquellos niños que han quedado excluidos de algunos tramos de su trayectoria escolar.
El objetivo es que esta reflexión, pueda aportar “un paso” más en el camino hacia  la inclusión educativa.
Se plantea la necesidad de incluir al arte  como una de las dimensiones centrales para una experiencia educativa enriquecedora y de recuperar una perspectiva situacional, desde la cual se analicen y redefinan los procesos de aprendizaje.
Las actividades artísticas podrían contribuir con la trayectoria de muchos chicos en tanto favorezcan la experiencia estético-expresiva, tomando en cuenta la creatividad, las potencialidades, los procesos, la diversidad de recorridos.
Utilizaremos referencias teóricas, registros de observaciones y entrevistas que se han tomado en escuelas públicas de la CBA, desde un enfoque cualitativo, descriptivo.Palabras clave: Situated learning – art and school – artistic activities – educational inclusion – aesthetic /expressive experiences – creativity – potential – processes – diversity – academic track – participation – cultural appropriation.

ABSTRACT
The Art Of Giving New Meanings To The Academic Experience

In this article, we propose reflecting on the role of the arts inside schools, especially in recent educational experiences that have been generated to retain, support and facilitate alternative learning to children that have been excluded from some education phases throughout their academic track.
The objective is that these reflections take one step forward towards the path of educational inclusion.
The need has been brought up to consider including Arts as one of the central dimensions for a rich educational experience and to recover and understand the situational perspective of students, from which learning processes can be analyzed and redefined.
The artistic activities could contribute to the academic track of many students as long as they consider the aesthetic-expressive experience, acknowledging the creativity, potential, processes and diverse forms of paths taken.
We shall use theoretical references, registered observations and interviews that have taken place in public schools in the City of Buenos Aires, from a qualitative and descriptive standpoint.Keywords: Situated learning – art and school – artistic activities – educational inclusion – aesthetic /expressive experiences – creativity – potential – processes – diversity – academic track – participation – cultural appropriation.


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Facultad de Psicología
Universidad de Buenos Aires