Education and artistic prac tice , question of context?

Authors

  • Verónica Dillon Instituto de Investigación en Enseñanza y Producción del Arte Argentino y Latinoamericano. Facultad de Bellas Artes. Universidad Nacional de La Plata.
  • Graciela Grillo Instituto de Investigación en Enseñanza y Producción del Arte Argentino y Latinoamericano. Facultad de Bellas Artes. Universidad Nacional de La Plata.

DOI:

https://doi.org/10.24215/24691488e016

Keywords:

Art, education, situated cognition

Abstract

Pedagogical studies since the sixties deepen on issues of context and its relationshipwith the processes of teaching and learning at all educational levels and modes. That is,in line with Lev Vygotsky, we conceive intersubjective functioning, cultural experiences,hegemonic mandates, politics, art, are some of the inherent in these processes.The concepts of zone of proximal development, frame of reference, dialectic relationbetween learning, situated historical and cultural development, considers teachinginterventions. Relations of the subject who learns with others, where learning is notautonomous validating everyday knowledge, not always academics.

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References

Dillon, M. V.; Tarela, M. y Melo, M. F. (2016). Puertas de barro y fuego: Caminos formativos en la Cátedra Taller Cerámica Complementaria FBA-UNLP. Recuperado de http://sedici.unlp.edu.ar/handle/10915/52720

Senado de la Nación (2006). Ley de Educación Nacional N.˚ 26.206. Recuperado de http://www.me.gov.ar/doc_pdf/ley_de_educ_nac.pdf

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Published

2018-11-29

How to Cite

Dillon, V., & Grillo, G. (2018). Education and artistic prac tice , question of context?. Arte E Investigación, (14), e016. https://doi.org/10.24215/24691488e016

Issue

No. 14 (2018): Arte e investigacion 14

Section

Research works

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