Confusiones ante prácticas artísticas contemporáneas. Pistas para la formación docente en artes
Date
Subject
educación artística
formación de docentes
escucha activa
educación básica
creatividad
art education
teacher training
active listening
elementary school
creativity
formación de docentes
escucha activa
educación básica
creatividad
art education
teacher training
active listening
elementary school
creativity
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
La confusión de una maestra de educación básica respecto al performance como práctica artística contemporánea, durante un proceso de acompañamiento para la enseñanza de las artes, es el detonante de este artículo que tiene como objetivo reflexionar sobre lo que es necesario considerar en los procesos formativos enfocados a docentes de educación básica, y que esos espacios de formación logren ser significativos y creativos. La metodología empleada es cualitativa de corte etnográfico, centrada en observaciones a diferentes procesos de formación docente en artes, su sistematización y análisis a profundidad. Los resultados del análisis brindan información sobre diversos aspectos a considerar en la formación de docentes en el campo de las artes e invitan a idear formas que favorezcan un verdadero diálogo basado en la escucha y el enriquecimiento mutuo. A partir de ello, se plantean algunos principios a considerar vinculados con el reconocimiento, la confianza y las posibilidades interdisciplinarias para que docentes que no son especialistas en artes, exploren a través de ellas y cuenten con algunas herramientas para animarse a enseñarlas.
The confusion of an elementary school teacher about the contemporary artistic practice of performance, during a mentoring process for arts education, is the trigger of this article that aims to reflect on what is necessary to consider in training processes focused on elementary school teachers, and that these training spaces manage to be significant and creative. The methodology used is qualitative with an ethnographic approach, focused on observations of different teacher training processes in arts, their systematization and in-depth analysis. The results of the analysis provide information of different aspects to consider in teacher training in arts and invite us to imagine ways that favor a true dialogue based on listening and mutual enrichment. Based on this, different principles are set out, related to recognition, trust and interdisciplinary possibilities so that teachers who are not specialists in arts can explore them and have some tools to teach them.
The confusion of an elementary school teacher about the contemporary artistic practice of performance, during a mentoring process for arts education, is the trigger of this article that aims to reflect on what is necessary to consider in training processes focused on elementary school teachers, and that these training spaces manage to be significant and creative. The methodology used is qualitative with an ethnographic approach, focused on observations of different teacher training processes in arts, their systematization and in-depth analysis. The results of the analysis provide information of different aspects to consider in teacher training in arts and invite us to imagine ways that favor a true dialogue based on listening and mutual enrichment. Based on this, different principles are set out, related to recognition, trust and interdisciplinary possibilities so that teachers who are not specialists in arts can explore them and have some tools to teach them.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 9 No. 2 (2025): Science and Education; 31-44
Ciencia y Educación; Vol. 9 Núm. 2 (2025): Ciencia y Educación; 31-44
2613-8808
2613-8794
10.22206/ciened.ciened.2025.v9i2
Ciencia y Educación; Vol. 9 Núm. 2 (2025): Ciencia y Educación; 31-44
2613-8808
2613-8794
10.22206/ciened.ciened.2025.v9i2