Licenciatura en Educación Artística
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Ítem Informe final de pasantía Festival Escolar de las Artes, FEA Secretaría de Educación del Distrito, SED Secretaría de Cultura Recreación y Deporte, SCRD(Universidad Distrital Francisco José de caldas) Patiño Gamba , Laura Daniela; Ferrer Franco , Yury de JesúsThis report arises the internship-based graduation process, carried out thanks to an agreement between Universidad Distrital Francisco José de Caldas, the District Secretariat of Education (SED), and the Secretariat of Culture, Recreation, and Sport (SCRD). The main objective of this document is to systematize my experience as an intern, which focused on contributing to the strengthening of the School Arts Festival during its second edition in 2023. This festival serves as a strategy for promoting and making visible the artistic practices developed within the school environments of Bogotá. Throughout the different phases of the Festival (institutional, local, and district-wide), my work focused on accompanying the creative processes of children and youth, led by teachers from both public and private schools. The aim was to foster critical observation, curatorial practice, and systematization of the artistic showcases from a pedagogical approach oriented toward their improvement. Based on these actions and my participation in the Festival, it was possible to identify several characteristics, strengths, and challenges. This analysis allowed me to formulate, within this document, some recommendations to improve certain technical and logistical aspects in future editions of the Festival.Ítem Informe final de pasantía en la I.E. Técnica Salamanca, de Samacá, Boyacá. Ministerio de Educación Nacional, MEN. Programa de tutorías para el aprendizaje y la formación integral (PTAFI 3.0)(Universidad Distrital Francisco José de Caldas) Montoya Hoyos , Luna Valentina; Ferrer Franco , Yury de JesúsThe purpose of this paper is to compile the experiences of the external internship conducted through the Tutoring Program for Learning and Integral Training PTAFI 3.0. The proposed project was the “LEO SALAMANCA” center of interest, implemented at Salamanca Technical School in Samacá, aiming to foster reading, writing, and oral skills in primary school students from the Central Primary and Pataguy campuses. The strategy focused on the arts, specifically puppetry, which served as a pedagogical tool. Activities included storytelling, puppet creation and management, script writing, and theatrical improvisation. The educational community received the proposal well: students were enthusiastic about creating their own puppets and demostrated progress in their reading, writing, and oral expression, as well as in their body expression. Teachers and school leaders recognized that art could collaborate transversally with other subjects and emphasized its importance for the integral development of studentsÍtem Informe final de pasantía en la I.E. Técnica Pablo VI en Sotaquirá, Boyacá, Ministerio de Educación Nacional, MEN, Programa de Tutorías para el Aprendizaje y la Formación Integral (PTAFI 3.0)(Universidad Distrital Francisco José de Caldas) Peñuela Díaz, Óscar Esneider; Ferrer Franco, Yury de JesúsThis report compiles the experiences of the external internship conducted through the Tutoring Program for Learning and Comprehensive Training (PTAFI) 3.0 at the Pablo VI Technical Educational Institution in the municipality of Sotaquirá, Boyacá. The proposals presented for the centers of interest were “FICHAS DEL APRENDIZAJE” and “BAILA, CANTA Y APRENDE” for the Salitre headquarters, “AVES DEL MAÑANA” for the Amézquitas headquarters. Through gamification, these proposals integrated technical and theoretical knowledge from different learning areas in a more optimal way by means of multiple intelligence, with art as the connecting and articulating medium to achieve this goal through music, dance, plastic arts creation, and theatricality. It fostered creativity, effective communication, and collaboration for teamwork among students’ necessary characteristics for multi-grade classrooms. The ideas for the centers of interest were warmly received by both the institution and the teachers and students of the rural campuses, with the latter participating with enthusiasm, readiness, and total support in the proposed activities. This made the transversality that art allows in educational processes conscious, motivating students to explore diverse ways of incorporating areas of knowledge.Ítem Informe final proyecto de investigación-creación Pazyarte maleta viajera(Universidad Distrital Francisco José de Caldas) Saénz Castro, Julián David; Avendaño Peña, Carolina; Avendaño Peña, Carolina [0000-0003-4050-1590]The development of the PazyArte Traveling Suitcase involved an exploration of Arts Education as a driving force and central axis in addressing peacebuilding from a critical pedagogical perspective. The aim was to generate a sensitive and interdisciplinary proposal in response to questions surrounding Colombian society, thought, and culture-contexts deeply affected by the country's armed conflict. This report presents the theoretical development and material approaches required to build the suitcase, as well as the learnings, proposals, and both theoretical and practical encounters that emerged during the research-creation process.Ítem La carranga tiene mucho por cantar y los niños mucho por bailar: La danza y la música como estrategia pedagógica(Universidad Distrital Francisco José de Caldas) Cruz Moya, Karol Tatiana; Plata Martínez, Hanz; Plata Martínez, Hanz [0009-0006-9318-5885]This undergraduate research project proposes dance and carranga music as pedagogical strategies to strengthen children’s motor development and promote awareness of rural culture in urban contexts. The study was carried out with children aged 5 to 8 from class 101 at Heladia Mejía School in Bogotá, following a qualitative approach and an action-research design. Through eleven sessions that integrated dance, play, and traditional music, coordination, balance, and body awareness were fostered. The results showed improvements in motor skills and a greater appreciation for peasant culture. It is concluded that art is an essential path to educate through the body, emotion, and cultural identity.Ítem Informe final de pasantía " Programa de educación para la paz" en la ONG Remar con relación en procesos fenomenológicos e imaginarios del yo en relación al ser-sujeto y sujeto-mundo(Universidad Distrital Francisco José de Caldas) Díaz Rodríguez , María Paula; Bernabei Castrillón, Alan Leandro; García Arias , Pablo; García Arias, Pablo [0000-0002-9248-0915]The Peace Education Program (PEP) is a volunteer initiative that recruits facilitator-interns who are responsible for implementing the Program’s mission and vision, thanks to prior training in concrete socio-pedagogical methods. Its main objective is to put into practice a series of questionnaires, exercises, and workshops based on the concept of social reintegration proposed by the Prem Rawat Foundation. This approach allows participants to question, rethink, and reconfigure their understanding of key topics related to coexistence, such as peace, hope, and resilient mechanisms, drawing from their own personal experiences. The population participating in the workshops consists of individuals and groups who have been exposed to varying degrees of vulnerability (which will be developed throughout this report). These are spaces where participants can share their experiences, reflections, and thoughts with the aim of fostering awareness and gradually learning to manage the emotions that arise from these experiences in an assertive way. The ultimate goal is to achieve an integral process of social reintegration that encompasses rational, emotional, and sensitive dimensions. This report provides evidence of the working methods employed and the experiences gained during the 2025-1 academic period, between the months of March and May, within the ONG. REMAR in Bogotá, located in the Eduardo Santos neighborhood, Los Mártires district. It was within the framework of this organization that the Peace Education Program, promoted by the Prem Rawat Foundation, was carried out. The report also highlights (as will be seen in the conclusion) the personal and professional enrichment that this internship experience brought to us.Ítem Creando mi sonido – Música para todos(Universidad Distrital Francisco José de Caldas) Cañas Vaca, Joan Manuel; Malagón Daza, Angie Catherine; Plata Martínez, Hanz; Plata Martínez, Hanz [0009-0006-9318-5885]This thesis is a systematization of experiences gathered from "Creating My Sound - Music for All," a training process aimed at children ages 6 to 13. Musical instruments are created from recycled materials at the Center for Cultural and Social Promotion (UBA) in the La Cachua neighborhood of the municipality of Sibaté, Cundinamarca. This project was the winning proposal for the "Sibaté Glorious Land" incentive portfolio in the second semester of 2023. During this activity, participants developed new ways of relating to the context, redefining the value of recycling and offering new alternatives for transforming this material.Ítem El grupo DART y su intervencion estetico ambiental en la localidad de ciudad bolivar(Universidad Distrital Francisco José de Caldas) Forero chacon , Cristian camilo; Avendaño Peña, carolina; Ferrer Franco, yury; Rincón Muñoz, Flor Ángel; Avendaño Peña carolina [0000-0003-4050-1590]The locality of Ciudad Bolívar is identified as the third largest rural area in Bogotá, Colombia. In addition to this, its population density, the behavior of individuals within the territory, and the neglect by institutions have created problems that affect its population on ecological, educational, and social levels. These issues result in the degradation, neglect, and, at times, destruction of green spaces in the area; the accumulation of garbage in some vacant lots, which harms the aesthetic image and ecology of the neighborhood; and the complete disengagement of some individuals from their environment. These challenges not only affect the local population but also generate movements led by social actors who take it upon themselves to seek solutions. From the perspective of ethnomethodology, this study will examine how DART (Rights, Art, and Territory)—a collective of young people from the locality—are both influenced by and affected by these not only political but also ecological problems impacting the area. This context shapes and motivates them to take action within their territory, aiming to raise awareness of these issues and collaborate with the community in seeking solutions to some of the area’s environmental problems—using art and education as their main tools.Ítem Aplicación y desarrollo de herramientas profesionales en educación artística para la mediación del arte contemporáneo en contextos no formales: vinculación en modalidad de pasantía con el área de formación y circulación de la escuela de mediación de la Galería Santa Fe(Universidad Distrital Francisco José de Caldas) Zorro Velásquez , Braulio Andrés; Castiblanco Roldán, Andrés Fernando; Castiblanco Roldán Andrés Fernando [0000-0002-7272-0133]The present report details the development of the internship titled "Application and Development of Professional Tools in Art Education for Mediation of Contemporary Art in Non-formal Contexts: Involvement in the Internship Mode with the Training and Circulation Area of the School of Mediation at Galería Santa Fe." This internship encompassed three crucial fields of action: Training, Cultural Management, and Circulation, and its interaction with the academic program of the bachelor’s degree in Basic Education with an Emphasis on Art Education at the Universidad Distrital Francisco José de Caldas. The main objective of this internship was to promote a enriching exchange of practices, knowledge, and experiences in the dimensions of training and circulation. Additionally, it involved structuring and researching mediation strategies in diverse contexts, as wellas understanding the technical and administrative processes that arise before, during, and after cultural management at the District Institute of the Arts (Idartes). The scope of this internship encompassed multiple interrelated functions, ranging from in-person or virtual artistic pedagogy, research and reflection in collaboration with artists, theorists, and curators, to support in the execution of events and academic activities. It also involved managing and monitoring new settings for artistic practices. Furthermore, efforts were made to strengthen mediation programs with the audience of the Red Galería Santa Fe and other projects and spaces of the Arts and Visual Arts Management at Idartes. This entailed a learning process in cultural management, program development, and the implementation of public cultural policies.Ítem Programa de educación para la paz con énfasis en las emociones: investigación – acción participativa, dirigida a grupo poblacional en proceso de inserción socialOspina Mogollon, Angela Mayerly; Garcia Arias, PabloThis work corresponds to the development of my internship as a degree requirement in the Bachelor’s Program in Artistic Education at Universidad Distrital Francisco José de Caldas, under the Participatory Action Research (PAR) methodology. The experience was carried out in collaboration with The Prem Rawat Foundation (TPRF) and its Peace Education Program (PEP). In the first phase, I took the PEP course in order to become familiar with its content, dynamics, and objectives. In a second phase, I assumed the role of intern-facilitator and applied the PEP guidelines at the International Organization REMAR, with a population in the process of social reintegration in the Los Mártires district of Bogotá. My work focused on identifying the degree of awareness (in its rational, emotional, and sensitive dimensions) that the program participants had regarding their actions and attitudes within it, with the aim of providing support and serving as an assistant-facilitator in strengthening their relational bonds. This work enabled the development of participatory, self-reflective, and critical awareness as structural axes at both intra- and interpersonal levels. This was carried out within the organization’s spaces for reflection through audiovisual, written, and participatory workshops. In summary, the main purpose of the internship and my role within it was to contribute to the essential goal of the PEP: to foster a peaceful and prosperous sense of dignity in the participants’ lives (and reciprocally in my own case as an intern), and to help strengthen psychosocial bonds through the promotion of understanding and critical awareness of our integral needs as members of a community. From this emerged a central question, which will be addressed at the end of this document: To what extent is the generation of awareness—in the three described dimensions—a constructive faculty (or not) for fostering and achieving a peaceful and prosperous dignity in the contexts worked on?Ítem Intervención del trastorno bipolar en la infancia a través de las Artes Plásticas en la Educación Artística(Universidad Distrital Francisco José de Caldas) Torres Hernández, Ana Maríaa; Castiblanco Roldán , Andrés Fernando; Castiblanco Roldán Andrés Fernando [0000-0002-7272-0133]This paper aims to explore the intervention of Bipolar Affective Disorder (BAD) in the educational context, focusing on the use of visual arts as an effective pedagogical tool. BAD is a complex emotional disorder that affects both mood and behavior, and its manifestations can significantly interfere with academic performance and emotional well-being. Through a theoretical and conceptual analysis, the causes and characteristics of the disorder are examined, with particular emphasis on its impact during childhood and adolescence. Furthermore, the paper delves into how inclusive education can be an appropriate response to address the emotional needs of students with BAD, integrating strategies that promote emotional expression and regulation. The paper addresses the key role of the visual arts in emotional development, highlighting how this medium can facilitate the communication of experiences and emotions that are difficult to express verbally. In this regard, various pedagogical strategies are proposed that integrate artistic activities to encourage self-exploration and emotional management, contributing to improving the well-being of students with ADHD. Likewise, the importance of therapeutic approaches, such as Cognitive-Behavioral Therapy (CBT), in the treatment of the disorder is considered, and how these can be complemented with artistic interventions in the classroom. The study suggests that the integration of the visual arts in the school curriculum not only benefits students with ADHD, but also fosters a more inclusive and empathetic educational environment for all students.Ítem Análisis del papel de la estética en la educación ambiental en la exposición Biofilia del Instituto Humboldt(Universidad Distrital Francisco José de Caldas) Urrego Martínez, Johana Isabel; Rincón Muñoz, Flor ÁngelaQualitative research that seeks to identify the role of aesthetics in the exhibition held by the Humboldt Foundation at the Universidad de los Andes, which features an exhibition on environmental care and protection. In the course of the research, we identified authors such as Immanuel Kant, Timothy Morton, and Paul Ardenne, who have a concept of aesthetics and its relationship with the individual who observes it and the observer's sensitivity to the work and its space. Visits are conducted around the exhibition, awaiting reactions and comments about the exhibition. Interviews are proposed, which allow us to identify the experience of this space as an element that raises awareness in the visitor. Not only is the aesthetic arrangement of the elements striking, but also the encounter that occurs between what is observed and the intrinsic nature of each visitor. Finally, we reach a conclusion very close to Kant's approach in his book Critique of Judgment from 1961: aesthetics is what develops through our experiences, which is why we can determine whether something is ultimately to our liking or whether we reject it for some particularity.Ítem Acciones artístico – pedagógicas en el Centro Educativo Rural José Antonio Galán(Universidad Distrital Francisco José de caldas) Velasco Romero, Angie Liceth; Vega López, AlfonsoThis text summarizes the experiences gained during the ¡Viva la escuela! volunteer program, led by the Ministry of Education (MEN) of Colombia. The program seeks to reduce the learning gaps and/or lapsed learning that occurred, especially in rural school settings, due to the COVID-19 pandemic through the participation of higher education students in internships or placements. To this end, the MEN provides guidelines with the primary objective of developing these guidelines during the volunteer period. These guidelines are primarily linked to Dialogic Learning, which is facilitated through Successful Educational Actions (AEE), of which the following were mainly carried out: literary dialogic gatherings, interactive groups, and extended learning time.Ítem Pasantía: relatos de gaitas y tambores de la seño Meli(Universidad Distrital Francisco José de Caldas) Benavides Garay, Laura Melissa; López Vega, AlfonsoThis work brings together the memories of my teaching internship in meeting places that converge in the fascination of exploring the environment and recognizing oneself in others. Supported by the Ministry of Education's PTAFI 3.0 program in conjunction with the Francisco José de Caldas District University. From an arts education perspective, comprehensive training embraces diverse socio-cultural knowledge that engages in dialogue, strengthening teaching and learning processes both inside and outside the classroom at the San José No. 2 Educational Institution in the municipality of Magangué, Bolívar.Ítem Informe final de pasantía, programa viva la escuela, Ministerio de Educación Nacional, MEN(Universidad Distrital Francisco José de Caldas) Gómez Sombredero, José Arturo; Gari Muriel, Gary; Gari Muriel,Gary [0009-0002-4379-4317]This report compiles the experiences of the internship carried out within the Viva la Escuela program, of the Ministry of National Education, from August 22 to November 11, 2023, at the Tomarrazón Technical Agricultural Educational Institution located in the department of La Guajira in the Barbacoas district, within a multi-grade classroom accompanying its head teacher; Nubis Gutierrez. Where the coexistence and teachinglearning processes within the rural context and their results are synthesized, applying dialogic learning through the Successful Educational Actions proposed by the Ministry of National Education (2023). Artistic education being an empowering medium that uses conceptual and methodological tools such as the new school (Colbert and Gaviria 2017) and Waldorf pedagogy (Carlgren 1989).Ítem Pasantía. Artes plásticas como herramienta para el desarrollo motriz en la infancia(Universidad Distrital Francisco José de Caldas) Arboleda Mendoza, Valentina; López Vega , Segundo AlfonsoThe present internship report gathers the work carried out at Institución Educativa Distrital (IED) Integrada La Candelaria IED from august to november 2024. This report focuses on the development of fine motor skills through the use of various techniques and the exploration of visual artists, with third-grade students. To achieve this, different artistic creation activities were implemented, contributing to the stimulation of children's motor skills in a pedagogical, creative, didactic, and enriching process.Ítem Informe final de pasantía – Ministerio de Educación Nacional (MEN), programa de tutorías para el aprendizaje y la formación integral (PTAFI)(Universidad Distrital Francisco José de Caldas) Plazas Santafé , Laura Daniela; Ferrer Franco, Yury de JesúsThis project corresponds to the internships as a degree modality, stipulated in the agreement N. 012 of 2022 by the Academic Council of the Faculty of Sciences and Education. This document is the systematization of the internship performed in Riohacha, La Guajira, as part of the program “Pedagogical practices for integral education PTA FI 3.0” of the Ministry of National Education, in its announcement 2024-1. This internship was materialized from April to June 2024. During three months, I developed a proposal for the creation of a center of interest in arts, based on the integral education with the transversality of the Crese line and the classroom accompaniment with elementary school in an educational institution in Riohacha. This document presents the systematization of the proposal organized in chapters that address: findings, difficulties, potential action lines and experience that gathers the results of program implementation in the Institution in particular. In addition, it includes an interpretation of artistic education in rural Colombia.Ítem Estrategia de comunicación en el marco del Plan de Mejoramiento (2024–2028) – Licenciatura en Educación Artística – Universidad Distrital Francisco José de Caldas(Universidad Distrital Francisco José de Caldas) Rojas Prada, Andrés Santiago; MartÍnez Uzeta, Carolina; Castiblanco Roldán, Andrés FernandoThe communication strategy emerges as a response to the need to contribute to, improve, and analyze the channels and strategies through which the university community accesses and engages with institutional life within the LEA academic program, within the framework of the LEA Improvement Plan (2024–2028), which aligns with the High-Quality Accreditation processes of the Universidad Distrital Francisco José de Caldas. The internship focused on the development of communicative products designed to connect regulatory, academic, and experiential information through accessible, visual, and creative languages. From this standpoint, the aim was to contribute to building the identity of the Bachelor's program, strengthen the bonds between students, faculty, and institutional processes, and create media that respond to the specific characteristics and realities of the LEA community.Ítem Intervención del trastorno bipolar en la infancia a través de las artes plásticas en la educación artística(Universidad Distrital Francisco José de Caldas) Torres Hernández, Ana María; Castiblanco Roldán, Andrés Fernando; Castiblanco Roldán, Andrés Alfredo [0000-0002-7272-0133]This paper aims to explore the intervention of Bipolar Affective Disorder (BAD) in the educational context, focusing on the use of visual arts as an effective pedagogical tool. BAD is a complex emotional disorder that affects both mood and behavior, and its manifestations can significantly interfere with academic performance and emotional well-being. Through a theoretical and conceptual analysis, the causes and characteristics of the disorder are examined, with particular emphasis on its impact during childhood and adolescence. Furthermore, the paper delves into how inclusive education can be an appropriate response to address the emotional needs of students with BAD, integrating strategies that promote emotional expression and regulation. The paper addresses the key role of the visual arts in emotional development, highlighting how this medium can facilitate the communication of experiences and emotions that are difficult to express verbally. In this regard, various pedagogical strategies are proposed that integrate artistic activities to encourage self-exploration and emotional management, contributing to improving the well-being of students with ADHD. Likewise, the importance of therapeutic approaches, such as Cognitive-Behavioral Therapy (CBT), in the treatment of the disorder is considered, and how these can be complemented with artistic interventions in the classroom. The study suggests that the integration of the visual arts in the school curriculum not only benefits students with ADHD, but also fosters a more inclusive and empathetic educational environment for all students.Ítem Informe final de pasantía ONG Habider Internacional(Universidad Distrital Francisco José de Caldas) López Giraldo , Estefanía; Plata Martínez , HanzThis report reports on the internship work carried out at the NGO HABIDER INTERNACIONAL, an organization dedicated to offering spaces for the development and enhancement of skills in various populations, such as older adults and people with disabilities, with the intention of making them included in society. In this context, the students of the District University had the opportunity to get closer and understand the reality of disability in a deeper and more meaningful way. For several weeks, we shared the environment of the NGO HABIDER INTERNACIONAL with the beneficiary community, with the purpose of creating spaces for inclusion, participation, learning, listening and affection, through different artistic languages and in this case, plastic art. To achieve these objectives, various techniques and methodologies designed to strengthen motor skills were implemented, as well as to promote the capacity for creation and expression through art.