Propuesta pedagógica para el mejor desarrollo de la educación artística en la Institución Educativa Distrital San Isidro Sur-Oriental (Bogotá)

Abstract

The importance of artistic education in training has been pointed out by different bodies responsible for guiding and advancing educational policies at the international, national and regional levels. In the international order, the XIX Ibero-American Conference of Ministers of Education (2009, P. 2) 1, expressed his conviction that: The learning of art and culture in schools is one of the most powerful strategies for the construction of an intercultural citizenship. The presence of art in education, through artistic education and through education for art, contributes to the integral and full development of children and young people. Likewise, in the same reference, he created the program of Artistic Education, Culture and Citizenship, of which he pointed out that: This program wants to contribute to all students to know and appreciate the artistic expressions of different countries and find in art a way of expression, communication and enjoyment. In this way, it will be possible to advance in the construction of an Ibero-American community of people who value cultural diversity and feel citizens in multicultural societies. The importance that the OEI grants to these experiences and learning has led to their being part of the shared action programs for the achievement of Educational Goals 2021. At the national level, the Ministry of National Education (MEN) (2008, pp. 3-4) 2, pointed out the importance of the integral formation of people and indicated that: 1XIX Ibero-American Conference of Ministers of Education (April 20, 2009). Artistic Education, Culture and Citizenship Program. Portugal Lisbon. http://www.oei.es/xixcie/Educacionartistica.pdf 7 The Ministry of National Education hopes to contribute to transform the educational institution into a community cultural center, based on the capacity of each one of the educational agents as a singular fact, propitiating spaces and times in which confidence climates are cultivated, and humanize our impetuous search for futures, becoming an inner strength that challenges us to identify the spaces of encounter and fraternity around our projection as human beings, as a human species, as a people and as a nation. " The MEN (2010, pp. 7-8) 3 recognizes various functions of arts education: The teaching of the arts in educational institutions favors, through the development of sensitivity, the creation and understanding of symbolic expression, the knowledge of exemplary works and of diverse artistic and cultural expressions in various spaces of socialization of learning; which encourages dialogue with others and the development of reflective and critical thinking. Thus, the arts generate means and areas to influence culture, fostering innovation, inclusion and social cohesion, in the search for a more democratic and participatory citizenship.