Para que algo pase : prácticas artísticas escolares y la transformación de las representaciones sociales sobre las mujeres

Abstract

I used charcoal and silicone, with my own hands insistently tried to encapsulate memories of my childhood, I was afraid that the corrosive time disfigured important experiences for my existence. The constant fear of oblivion ended up delineating many of the paths that I undertook, through that incessant struggle art has played a leading role, it is as if my vitality was closely linked to the act of creating. Life and its vicissitudes took me through unthinkable paths, in my daily life I dress up as a teacher and I recognize myself as an activist for women’s rights in the spaces where I interact. When I joined the Master’s program in Art Studies, I find myself dedicated to synthesize these instances: memory, art, education, and woman, as a research-creation bet. The research problem that I pose emphasizes on how artistic school practices have the capacity to activate processes of transformation of the social representations that students of public schools in Bogota have built on women. To this end, I expose that it is imperative to reconsider the social place the school plays, more than a simple stage of socialization or reproduction, as a place of conflict where you can find a debate on the connotations that grant horizons of meaning to the beings. Along this path, I consider that it is important for the field of artistic education, to study in its particularities the artistic practices developed within the school, as well as, its articulatory character, it is precisely here where it is possible to locate its potential to activate transformation processes. Diving deeper into the work with students I implement narratives as a vehicle in which you can express ways to value, feel and act in the world. The act of narrating, which includes what is said, written scribbled, drawn, and painted, opened the path to analyze the initial representations that students have constructed about women. Representations that reach decentering at the moment of approaching what I call school artistic practices, where, in fact, when I met subjects with their own visions of life and particular experiences, diverse results were obtained, which I articulated in three categories: resignifications, transformations, and continuities