Secuela grafiti

Abstract

The graffiti is the most artistic practice used and representative contemporary art exhibition in whatever part of the world. In this thesis was studied and interpreted the pedagogy as an esthetic tool and speech, based in an experimental workshop about the graffiti as a practice in the art’s field, that from 2015 until 2017 allowed a reflexive speech based on the doubts, expectations, interests and educational community’s experiences in relation to the topic, it was proposed as necessary to recognize the diversity existing in the multiple ways of interpreting and perceiving graffiti.

This meant that this practice was interpreted through the drawing was allowed as pedagogical subject of conceptual and didactic articulation, which reinforced the student’s interests to learn and acquire different kind of information. Was checked that the graffiti as communicate and pedagogical way revitalized the collective work’s energy, inspiring each other by the others’ searching, it generated a kind environment where each one stays attentive to his own process, but at the same time helped to his partners improved in their work. The way in which we approach graffiti was changed in order to visualize the practices that often originate from ignorance and with this not repeat the attitudes of the past with less triumph, without denying the verisimilitudes that are part of a dynamic that has its roots in the transgression.

In conclusion, it was affirmed that several decades after of its gestation and given the contemporary significant of its role in the population of cities, this artistic practice invites us to propose new readings and developments. The academic debate is fundamental, being the academy itself the best and the most certified, to be the methodologically responsible, to support optimal spaces for such study objectives.