Las relacionalidades estéticas de las configuraciones espaciales en el contexto de educación infantil:Ejercicios con cuerdas, trapos y cuerpos

  1. Olaia Miranda
  2. Alaitz Sasiain-Camarero
Journal:
Arte, individuo y sociedad

ISSN: 1131-5598

Year of publication: 2021

Volume: 33

Issue: 2

Pages: 397-411

Type: Article

DOI: 10.5209/ARIS.68405 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Arte, individuo y sociedad

Sustainable development goals

Abstract

The materialistic turn translated into the pedagogical theories helps us to understand learning and knowledge in a direct material relationship with the world. In the context of children’s education, we consider spatiality and materiality to be fundamental elements in the learning process of children, and from this consideration we will try to analyse the potential of spatial configurations as ethical and aesthetic relationalities for the creation of meaning and identity, belonging and autonomy. On the other hand, spatial configurations as an artistic practice carried out together with students in the Childhood Education Degree, help us to think critically about the type of spaces, times and forms of activity that we build, and the forms of relationship and experience that these produce or could produce. In conclusion, through these aesthetic configurations we will try to think about the possibility of being in relation to everything that surrounds and constitutes us.

Bibliographic References

  • Agirre, I. (julio de 2006). Modelos formativos en educación artística: Imaginando nuevas presencias para las artes en educación. Foro Virtual Permanente del Congreso Regional en Formación Artística y Cultural para América Latina y El Caribe. Recuperado de: https://bitacoramaedar.files.wordpress.com/2013/08/imanol-aguirre-modelos-formativos-en-eartc3adstica.pdf. Última consulta: 27/10/2019
  • Aguirre, I. (2015). Hacia una narrativa de la emancipación y la subjetivación desde una educación del arte basada en la experiencia. Docencia 57, 4-15.
  • Atkinson, D. (2012). Contemporary Art and Art in Education: The New, Emancipation and Truth. iJADE 31(1), 5-18. doi: 10.1111/j.1476-8070.2012.01724.x; https://doi.org/10.1111/j.1476-8070.2012.01724.x
  • Atkinson, D. (2015). Pedagogía de lo desconocido (Entrevista de F. Hernández y J. M. Sancho). Cuadernos de Pedagogía 454, 34-39.
  • Atkinson, D. (2018). Art, disobedience, and ethics: The adventure of pedagogy. Switzerland: Palgrave Macmillan.
  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Female in Culture and Society 28(3), 801–831. doi: 10.1086/345321; https://doi.org/10.1086/345321
  • Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.
  • Barad, K. (2012). Interview with Karen Barad. En R. Dolphijn e I. van der Tuin (Eds.), New Materialism: Interviews & Cartographies (pp. 48-70). Ann Arbor, MI: Open Humanities Press.
  • Bennett, J. (2010). Vibrant Matter: A political ecology of things. Durham: Duke University Press.
  • Bishop, C. (2004). Antagonism and Relational Aesthetics. October 110, 51-80. doi: 10.1162/0162287042379810; https://doi.org/10.1162/0162287042379810
  • Borgdorff, H. (2010). El debate sobre la investigación en las artes. Cairon: Revista de ciencias de la danza 13, 25-46.
  • Bourriaud, N. (2006). Estética relacional. Buenos Aires: Adriana Hidalgo.
  • Butler, J. (2014). Vida precaria, vulnerabilidad y ética de cohabitación. En B. Sáez (Ed.), Cuerpo, memoria y representación. Adriana Cavarero y Judith Butler en diálogo (pp. 47-79). Barcelona: Icaria.
  • Dewey, J. (2008). El arte como experiencia. Barcelona: Paidós.
  • Fredriksen, B. C. (2012). Providing materials and spaces for the negotiation of meaning in explorative play: Teachers’ responsibilities. Education Inquiry 3(3), 335-352. doi: 10.3402/edui.v3i3.22039; https://doi.org/10.3402/edui.v3i3.22039
  • Hohr, H. (2012). The Concept of Experience by John Dewey Revisited: Conceiving, Feeling and “Enliving”. Studies in Philosophy and Education 32(1). doi: 10.1007/s11217-012-9330-7 https://doi.org/10.1007/s11217-012-9330-7
  • Howes, D. (Ed.). (2005) Empire of the Senses: The Sensual Culture Reader. Oxford, New York: Berg.
  • Irwin, R. L., y Chalmers, F. G. (2007). Experiencing visual and visualizing experience. En L. Bresler (Ed.), International Handbook of Research in Arts Education (pp. 179–193). Dordrecht: Springer.
  • Laclau, E. y Mouffe, C. (1987). Hegemonía y estrategia socialista. Hacia una radicalización de la democracia. Madrid: Siglo XXI.
  • Lenz-Taguchi, H. (2010). Going Beyond the Theory: Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. London: Routledge.
  • Løkken, G. y Moser, T. (2012). Space and materiality in early childhood pedagogy – introductory notes. Education Inquiry 3(3), 303-315. doi: 10.3402/ edui.v3i3.22036; https://doi.org/10.3402/edui.v3i3.22036
  • Nordtømme, S. (2012). Place, space and materiality for pedagogy in a kindergarten. Education Inquiry 3(3), 317-333. doi: 10.3402/edui.v3i3.22037; https://doi.org/10.3402/edui.v3i3.22037
  • Perez de Lama, J. (8 de julio de 2017). Matters of care – asuntos de cuidados, de cariños, de sostenibilidad de la vida… Sobre el libro de María Puig de la Bellacasa [post de un blog]. Arquitectura contable. Recuperado de: https://arquitecturacontable.wordpress.com/2017/07/08/matters-of-care-asuntos-decuidados-de-carinos-de-sostenibilidad-de-la-vida-sobre-el-libro-de-maria-puig-de-labellacasa/. Última consulta: 27/10/2019
  • Puig de la Bellacasa, M. (2017a). Matters of Care: Speculative Ethics in More Than Human Worlds. Minneapolis: University of Minnesota Press.
  • Puig de la Bellacasa, M. (2017b). Pensar con cuidado. Concreta, 9, 27-47. Recuperado de: http://editorialconcreta.org/Pensar-con-cuidado. Última consulta: 12/03/2019
  • Rancière, J. (2002). La división de lo sensible. Estética y política. Salamanca: Consorcio de Salamanca
  • Springgay, S., Irwin, R. L., Leggo, C., & Gouzouasis, P. (Eds.). (2008). Being with A/r/tography. Rotterdam: Sense Publishers.
  • Tronto, J. (1993). Moral Boundaries: A Political Argument for an Ethic of Care. New York: Routledge.
  • Vecchi, V. (2013). Arte y creatividad en Reggio Emilia. El papel de los talleres y sus posibilidades en educación infantil. Madrid: Ediciones Morata.
Data source: Dialnet