Caracterizar la cultura en la articulación y continuidad del proyecto arte en la escuela en el Colegio Villemar el Carmen IED

Abstract

At present, the education system is guided by curricular standards, educational policies and institutional educational projects (PEI), which have given relevance to student practices and learning. This has allowed the construction of new knowledge and an increase in projects that point to an education according to the particularities of the context. Therefore, the Ministry of National Education and institutions such as The District Institute for the Arts (IDARTES), through the Crea (Training and artistic creation) program. The Crea program serves the following locations (Suba Centro, Barrios Unidos, Kennedy, Usme, Rafael Uribe Uribe, Engativá, Mártires, Fontibón, Bosa, Ciudad Bolívar) in 7 artistic areas such as music, dance, literature, drama, arts plastic, audiovisual arts and digital creation, among others. The program is developed through strategic lines, one is Arte En La Escuela that serves the students of public schools in Bogotá linked in the single day, which seeks for students to stay longer in the educational establishment and extended day understood as a increase in school hours, mainly in the areas of artistic education, English, computer science and sports, of the Secretary of District Education (SED) between the first to ninth grades. This program builds alternative proposals to involve art and culture as a means for educational development in the extended day, for this reason the Secretariat of Education of Bogotá (SED) has managed to link the district colleges for incorporation of artistic practices in environments that provide global learning to their students. However, these projects are sometimes dismantled from the PEI, or their development is not sequential. It is precisely this that has motivated the realization of a cultural characterization, and in turn, an articulation with the project Art at school in the Villemar el Carmen (IED) school, observing its impact on the institution. In order to fulfill the above-mentioned objective, this research work is presented, which is divided into four main sections, namely: the first one sets out the research framework that includes the description and formulation of the research problem, as well as justification, objectives, spatial, chronological and conceptual delimitation; and finally the purpose of the investigation. In the second part the theoretical framework of the research is developed. This framework is divided into two main parts: 1) the research background, which is the space in which two elements are collected: on the one hand, the legal framework where regulations are registered that have direct or circumstantial impact with the development of the investigation, and on the other hand, the historical antecedents, which is the space in which the way in which locally, nationally and internationally have proposed similar proposals to the one presented here is analyzed; The second part is a conceptual approach to central terms for research such as: art, curriculum, management and culture. In the third section of the document the description of the methodological design of the investigation is made. This section states the type of qualitative research that was carried out, and what is the development of the methods and techniques for collecting information used, which in this case are structured interviews and semi-structured interviews. a coordinator of the Crea de IDARTES program, rector of the Villemar El Carmen School (IED), Artists who train the Art at school project, Teachers at the IED Villemar El Carmen and Seventh grade students linked to the Art at school project. The fourth part of the document is perhaps the most important of the research because it is there where the analysis and discussion of the results are carried out, in the light of the four research categories (art, culture, curriculum and management). In this section a description of the research results is developed, in which the analysis of the interviews from the Atlas ti computer program is observed, where semantic networks emerged that helped to know the perception of the analysis categories. These results are analyzed from the perspective of the rector of the school, the director of Crea, teachers and students. This section concludes by pointing out the conclusions in which two emerging categories emerged, which are the cultural curriculum and the cultural artistic management recommendations to which the researchers arrived with the development of the research process. These recommendations, for the most part, are aimed at pointing out some elements that could be improved in educational institutions so that the artistic projects have a better applicability through the PEI.