Dissertations / Theses on the topic 'Educación artística y social'
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Calderón, García Natalia. "Irrumpir lo artístico, perturbar lo pedagógico: La Investigación Artística como espacio social de producción de conocimiento." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/299066.
Full textBreaking the artistic, disturbing the pedagogical: The Artistic Research as social space of knowledge production is a research in two parts that includes the written thesis and a two-video set named En colaboración y conflicto. El trazo de nueve modos de concer. The research I conducted for four years (2011-2015) sought to answer the question: How is knowledge produced out of the artistic processes, and what spaces are formed in this production? In order to answer these questions, I focused on two main aspects. On the one hand, my investigation was linked to the artistic project La Síndrome de Sherwood by Núria Güell (artist) and Oriol Fontdevila (curator). On the other hand, it ventured to make a statement of the current situation of the ongoing debate on Artistic Research. Along with the artist and the curator, I mixed research tools based on (visual) ethnography, audiovisual artistic tools, and modes of interpretation inspired by the Second Generation of the Grounded Theory so as to shape an Artistic Research that questioned the ways in which we, the artist, the curator and the researcher, built spaces of knowledge production. The pedagogical relationships wove a social space that unveiled the nine modes of knowing through which Oriol and Núria generated both knowledge and an art project at once by means of a video. How can these ways of knowing inform us of the new possibilities opened by Art Research? How are the artistic and the pedagogical modified when analyzed as spatial, social and political relationships that constitute spaces of knowing and being?
Giambelluca, Vanesa. "Cambios sociales y profesionales en las historias de vida de docentes de educación artística." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/384317.
Full textThis paper contributes towards the research on the effects of labor change processes in the career paths of primary and secondary level Plastic-Visual teachers from the Argentinean educational system. We conducted the life stories of two current professors in order to capture a teacher's perspective in a contextual framework of legal and disciplinary changes. These life stories, together with the proper context, allow us to understand teachers' experiences, making it an adequate tool for this study. For the construction of these life stories, we first conducted two studies. The first one was over the approaches or trends on Argentinean Plastic-Visual education and its understanding within the international context of disciplinary change. The second one was a theoretical approach to the process of legislative change in Argentina's education over the last twenty- five years. The latter, in particular, concerned the Plastic-Visual discipline in the area of Arts Education. We took into consideration that the restructuring processes, as a product of the educational legislation, create new demands and working conditions for employees. Both stories allow the reader to reach their own interpretation, however as a conclusion, we offer our own interpretations regarding how to learn and adapt to change. We believe this knowledge is important in order to turn professors into active agents of future reforms and disciplinary changes.
Arrufat, Pujol Carmen. "Arte contemporáneo y educación artística en la escuela infantil. Mapa de tensiones y posibilidades." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668215.
Full textAquesta investigació indaga sobre com s'està introduint l'art contemporani a l'escola infantil a partir de l'anàlisi d'articles publicats en tres revistes educatives de caràcter divulgatiu. Mitjançant una anàlisi discursiu dels articles d'educació artística es pretén descriure una sèrie de tensions entenent-les com a marques que assenyalen aspectes sobre els quals cal reflexionar i que conviden a un qüestionament de les narratives educatives implicades. Les revistes, en especial els articles que descriuen experiències d'aula, tendeixen a invisibilitzar problemàtiques com les modes educatives, el reduït espectre d'artistes utilitzats a les escoles, el rebuig a l'art contemporani, les desigualtats jeràrquiques que s'ocasionen quan artistes o institucions culturals participen en les pràctiques, l'orientació mimètica que adopten moltes d'elles, etc. La reflexió sobre aquestes problemàtiques constitueix el nucli de la investigació i pretén possibilitar una comprensió conceptual i contextual de les mateixes que contribueixi a que l'art contemporani a l'escola infantil s'incorpori amb un sentit educatiu fonamentat.
This research investigates how contemporary art is being introduced in the infant school from the analysis of articles published in three informative educational journals. Through Content Analysis it is intended to describe a series of tensions, understanding them as marks that invite us to reflect and to question the educational narratives involved. Educational Journals, especially articles that describe classroom experiences, tend to ignore problematic issues as educational fashions, the narrow spectrum of artists used in schools, the common rejection towards contemporary art, the hierarchical inequalities that occur when artists or cultural institutions participate in the practices, the mimetic orientation that many of the practices adopt, etc. The reflection on these problems constitutes the core of the present research and aims to enable a conceptual and contextual understanding that contributes to incorporate contemporary art in infant school with a grounded educational sense.
Torregrosa, Laborie Apolline. "En los intersticios de la educación: climatosofía de la experiencia artística desde la relación profesor alumno." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/457419.
Full textD’Amico, Videla Luciana Yanela, Cia Melgarejo María Eugenia Dalla, and Suarez Antonella Anahí Piacenza. "Arte desde los sonidos de su pueblo." Bachelor's thesis, Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales, 2017. http://bdigital.uncu.edu.ar/9926.
Full textFil: D’Amico Videla, Luciana Yanela. Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales.
Fil: Dalla Cia Melgarejo, María Eugenia. Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales.
Fil: Piacenza Suarez, Antonella Anahí. Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales.
Cardoso, Ana Maria da Silva. "Perspectivas críticas, educación artística y formación permanente del profesorado. Relato de un estudio colaborativo con docentes de primaria y secundaria." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/406004.
Full textThe thesis studies the interaction between a frame of contemporary critical perspectives in education and art education, the permanent training of the teaching staff and the pedagogical reality, so that it promotes between the participants a type of pedagogical stance designated as critics. The study is based on the paradigmatic approach of the critical theory and related ideological positions. This approach aspires in broad terms to understand for the transformation of the social reality and to contribute for the emancipation of the social actors, It's possible to see it reflected in the central question of the study: how must be the permanent training of the teaching staff of primary and secondary arts education to promote critical pedagogical positions in educational practice? Moreover, the methodologic design in the qualitative approach and the collaborative inquiry also agree with the critical approach. The collaborative variation emphasizes the idea to research in collaboration or to co- research (Latorre et alt., 1996; Bartolome, 1994), that is to say, to involve researchers, teachers, parents, administrators and students in common projects Linking this modality to a critical approach, an ideological component is added to him and it directs it to a type of critical analysis oriented to the "transformation of the educative practices, the educative understandings and the educative values of the people who take part in the process, as well as the social and institutional structures that define the frame of action of these people" (Carr and Kemmis, 1988, p. 168). The collaborative inquiry was developed in an educative center of Barcelona and involved two art education teachers of Primary and Secondary, their students and me as the researcher - trainer. The inquiry set in grounding, designing and developing a pilot project of permanent training in critical perspectives, seen as a platform to explore on the formation and formative processes, but also as a contribution to the professional development of the participating teachers.. The inquiry was structured in four stages: 1) approach to the positions of the teachers in the conventional classes of art education and the design of the pilot project of permanent training; 2) development of the pilot project of training, constituted by a seminary of critical perspectives and an educative innovation in each one of the classes of the participating teachers.; 3) reflection on the sense of the educative and formative experience developed and 4) information transfer to guide future proposals of training and identification of the changes happened at teachers and students levels as a result of the training. The strategies used to collect information were: the participant observation, the documentary analysis and the semistructured interviews. Two complementary routes of analysis were developed: an analysis of narrative type and a qualitative one. The analysis of narrative type was done on the biographical-narrative stories of the experience developed during the educative innovations and showed the most problematic elements of the frame of critical perspectives. Problematic in the sense of applying them in the educative praxis. The qualitative analysis was made on all the information achieved and evidenced which have to be the features of the permanent training based on contemporary critical perspectives as well as the pedagogical positions, before and during the training. As a consequence of the formerly said, the results of the inquiry show two types of answers that are related to the two parts of the studied problem (understanding of the permanent training based on contemporary critical perspectives, and the promotion of pedagogical positions in educational practice in agreement with the reference frame). Therefore, on the one hand, the results a contribute to understand similar processes of training, and on the other, they show the changes produced on the pedagogical role and knowledge because of the developed training.
Alegre, Obligado Viviana Patricia Nadyr. "El currículum integrado de Formación Artística. Reconstrucción y análisis de la reforma impuesta por la Ley Federal de Educación argentina." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/481981.
Full textThe present research offers contributions on the complex situation of change and curricular reform raised in a socio-political context historically determined and lived in first person by the author of the thesis, who was summoned by the Ministry of Education an Culture to formulate the Proposal and Curricular Design of the province of Córdoba, Argentina. The author's personal experience, from the official voice of the curriculum, demands a visualization of the curriculum which is committed with the configuration of knowledge and know-taking assuming a strategic responsibility and political-educational commitment to curricular designs. Two broad lines open the discussion, one focused on the integrated curriculum of artistic training and another on the pragmatic perspective of art, through the figure of John Dewey. This contextualization is trying to present, from a historical perspective, what happened at the moment of preparing the curricular design and, from a current research perspective, some referents to debate around the movements that lead to a scenario of curricular reform.
Cebrià, Pairoli Anna. "Participació ciutadana i inclusió social en les comunitats de persones cegues: un estudi d'educació artística basat en el mestratge de la professora Rosa Gratacós." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/116769.
Full textLa construcció d’aquesta tesi es desenvolupa a partir de diferents eixos conceptuals que es van anar entrellaçant, configurant un entramat de networking a través del qual es va posar en conflicte, es va definir el mapa del territori de la investigació, i es va generar un projecte col•laboratiu de participació ciutadana amb l’objectiu d’aportar una millora qualitativa a l’entorn ciutadà a través de l’art i a partir de la discapacitat visual. En primer lloc, parlem del context en el que, de manera dialògica, creix i es desenvolupa la identitat de la Dra. Rosa Gratacós Masanella, a partir dels mètodes d’investigació narrativa i del relat de vida per reconstruir una aproximació a la seva historia de vida que permeti entendre el context social, polític i educatiu d’aquest trajecte vital en relació a la investigadora, a la seva pròpia experiència i al seu relat de vida, factors que coincideixen en alguns punts, com són la vessant artística, educativa i investigadora, amb més o menys distància i des d’on creix l’interès per l’estudi. També ens aproximem als subjectes que han tingut relació amb la protagonista com a referents i portes d’entrada al canvi i al desenvolupament de la pròpia identitat. Situem la investigació pionera de la Dra. Rosa Gratacós relacionada amb la discapacitat visual i finalment els eixos que han teixit tot el relat es cohesionen i es presenta el projecte multisensorial de La forma de les olors, que parteix de la idea d’accessibilitat universal, iniciada des de la discapacitat visual. L’educació sensorial, el joc i l’art esdevenen la font de l’ensenyament-aprenentatge de la investigadora i s’apliquen conjuntament a l’educació artística i a la investigació de la percepció artística des de la ceguesa, a través de metodologies d’aprenentatge i servei
Paczkowski, Reloba María de los Ángeles. "Arte y resiliencia. Los relatos de la mediación artística en los contextos de vulnerabilidad y exclusión, desde el propio sujeto." Doctoral thesis, Universitat Ramon Llull, 2021. http://hdl.handle.net/10803/671857.
Full textEsta tesis estudia la importancia del arte para la promoción de la resiliencia en personas que se encuentran en situaciones de vulnerabilidad y de exclusión social en el contexto de la salud mental. Se concreta en dos objetivos: identificar, en los relatos de los sujetos que hablan de la relación entre arte y resiliencia, los aspectos significativos de dicha relación; y comprender las dimensiones relevantes del arte y la acción socioeducativa, que emergen de estos relatos, para transferir dichos conocimientos en los procesos de la reinserción social de los sujetos en los contextos de vulnerabilidad y exclusión a través de la mediación artística. La investigación cuenta con la revisión bibliográfica de cuatro temas fundamentales: arte, resiliencia, enfoques educativos y mediación artística. La metodología utilizada para el desarrollo de esta investigación se centra en el estudio de caso y trabaja con el análisis de datos dentro del paradigma de investigación cualitativa. De los resultados obtenidos de la relación significativa del arte y resiliencia han emergido tres dimensiones relevantes: el arte y lo creativo, el espacio relacional y el taller de creación. Estas tres dimensiones ayudan a comprender las características del arte y la acción socioeducativa para su transferencia a través de la mediación artística.
This thesis analyses the importance of art for the promotion of resilience in people experiencing vulnerability and social exclusion in the context of mental health. This is specified in two main objectives: to identify the meaningful aspects in the art-resilience relationship in the stories of the individuals who report about this relationship; and to apprehend the relevant dimensions of art and socio-educational intervention inferred from these stories in order to transfer that knowledge to the processes of social rehabilitation of individuals by means of art mediation. The research includes a bibliographic review of four fundamental themes: art, resilience, educational approaches and art mediation. The methodology used for conducting this research focuses on the case study and works with data analysis within a qualitative research framework. From the results obtained in the analysis of the art-resilience relationship, three meaningful dimensions have emerged: art and creativity, the relational space and the art workshop. These three dimensions help us understand the features of art and socio-educational intervention and apply them by means of art mediation.
Porquer, Rigo Joan Miquel. "Hacerse desde la periferia. Cartografía metodológica de un artista/investigador/docente en una institución de educación superior." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/587141.
Full textCarrasco, Segovia Sara. "Desplazamientos y tránsitos en un proceso de investigación sobre el lugar del cuerpo en las trayectorias y formación inicial de profesores de educación artística." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/404275.
Full textThis thesis is entitled ‘Displacements and movements in the process of research relating to locations of the body within trajectories and the initial training of teachers in artistic education’. It tells about a perturbing turn experimented after a long and exhaustive coding process and analysis of evidence through grounded theory (second generation). It endeavours the description of some of the ways that emerged from the complex displacements and becoming-lived, which not only show my movement as a researcher, but also how the initial focus of study is displaced, provoking a transformation in the main question of research as well as the methodology. That is why a tale is made as a not lineal narrative which begins in the present enunciating the movements experienced in the research, then narrating a past made up by decisions taken and actions performed until the process of analysis and the first contributions of the thesis are completed. Finally, it returns to the present, telling not only the displacement experimented but also opening lines of thought to continue reflecting about the body and the experience of research from inner ideas and (re)considerations of the researcher about her thesis and the process of research. Firstly, the research puts emphasis on making questions about how a group of art teachers in training build their corporeality and performative actions inside their formative process. Nevertheless, as a result of the continuous onto epistemological movements, the focus of research is moved towards other fields in the expansion of the meaning and spaces on the body of the research. This allows explorations in relation to different places that the body uses inside educative relationships, understanding that this is not only a social construction but also an experience that goes through, around and the entire educational spectrum formed by material human and non-human forces. From this point, it tends to be a journey which invites the writer to move through the challenges of this research as an imperfect process and in continuous movement where it is possible to learn from improvisation and from the position of not-knowing. Therefore, it is not oriented to look for final and conclusive results, but it reveals and problematizes the process through of which it has been conformed, in order to open new questions so that she can continue to think about the body and the many places that it takes place within the formal education.
Mora, Aragón Kleiberth Lenin. "La orquesta participativa : estrategia de resiliencia y (re)inserción social en el contexto penitenciaro." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH032.
Full textThis action research analyzes the effects of collective musical practice in prisons, particularly in the detention centers of Bapaume (France) and Albolote (Spain). It uses art as a methodology to transform this hostile environment, characterized by violence, distrust, and fear, through orchestral practice and musical creation. This creates social spaces where imposed conviviality becomes accepted and sought after, as it is based on the reciprocity of exchanges and resonance (both musical and social), fostering favorable conditions for overcoming the trials of confinement. What is the impact of collective musical practice and creation in this context? What does prison do to art and research? The thesis attempts to answer these questions by showing the necessity of finding other methodologies and devices (the participatory orchestra) to account for the prison environment and its challenges. This action research (semi-structured interviews, quantitative and qualitative approaches) is combined here with research-creation to meet the needs of the investigation, which covers 9 interventions (from May 2016 to December 2022): three in Albolote with the participation of 8 women and 16 men, and six in Bapaume with 40 women and 90 men, totaling 138 participants and a mixed generational group aged 18 to 65. Its objective was to analyze the influence of the participatory orchestra as a strategy to (re)create spaces in the exercise of coexistence, promoting resilience and the (re)integration of detainees from Bapaume and Albolote. The research concludes that collective musical practice and creation constitute powerful tools of social education, opening possibilities not only for detainees but for the entire prison community and beyond, to society, likely to cast a new light on this population through concerts and creations organized within the prison
Esta investigación-acción analiza los resultados de la práctica musical colectiva en las prisiones, particularmente en los centros de detención de Bapaume (Francia) y de Albolote (España). Utiliza el arte como metodología para transformar este ambiente hostil, caracterizado por la violencia, la desconfianza y el miedo, gracias a la práctica orquestal y la creación musical. Así se forman espacios sociales donde la convivialidad impuesta, termina siendo aceptada y valorada, puesto que se sustenta en la reciprocidad de los intercambios y en una resonancia (musical y social), al motivar condiciones favorables para superar las dificultades del encierro. ¿Cuál es el impacto de la práctica y creación musical colectiva en este contexto? ¿Qué hace la prisión al arte y a la investigación? La tesis intenta responder a estas preguntas mostrando la necesidad de encontrar otras metodologías y dispositivos (la orquesta participativa) para dar cuenta del entorno carcelario y sus desafíos. Esta investigación-acción (entrevistas semi-estructuradas, enfoques cuantitativos y cualitativos) se combina aquí con la investigación-creación para satisfacer las necesidades de la investigación que se basa en 9 intervenciones (de mayo de 2016 a diciembre de 2022) tres en Albolote con la participación de 8 mujeres y 16 hombres y seis en Bapaume conformada por 40 mujeres y 90 hombres, con una participación global de 138 participantes y un grupo generacional mixto de 18 a 65 años. Su objetivo fue analizar la influencia de la Orquesta Participativa como estrategia destinada a (re)crear espacios en el ejercicio de la convivencia,que favorezcan la resiliencia y la (re)inserción de los internos de Bapaume y Albolote. La investigación permite concluir que la práctica musical colectiva y la creación son estrategias poderosas de educación social, abriendo posibilidades no sólo a las personas detenidas sino a toda la comunidad carcelaria y más allá, a la sociedad civil, que puede ver a esta población de manera nueva a través de los conciertos y creaciones organizados dentro de la prisión
Arnau, Aparicio Alicia. "EL PROCESO DE CREACIÓN Y RECREACIÓN DE CANCIONES EN LA CONSTRUCCIÓN DE LA IDENTIDAD PERSONAL, SOCIAL Y CULTURAL DE LOS NIÑOS DE 3 A 6 AÑOS. Una investigación artístico-socio-educativa entorno a una propuesta de acción que va del placer de cantar al pensamiento musical popular." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/64080.
Full text[ES] Música como cultura es el concepto esencial que cimienta este trabajo. Esta afirmación llevada al campo de la educación infantil posibilita experimentar con producciones musicales, sus causas y sus efectos. La canción de infancia, entendida como contexto estable pero cambiante en generaciones sucesivas, permite utilizar toda la capacidad de los niños y su entorno en la construcción de su identidad personal, social y cultural. Partiendo de un entramado cultural particular (grupo-aula) y del área cultural local se concibe y proyecta la canción como procedimiento para la continuación-creación-integración de cultura propia que, por extensión, puede incidir en áreas más alejadas de características similares. Desde una perspectiva pedagógico-sistémica y atendiendo a las teorías del desarrollo del cerebro, la mente, las inteligencias múltiples, la neurocultura y la creatividad se pueden implementar procesos que posibilitan a los niños pensar y actuar musicalmente. La canción en el contexto escolar, en los términos descritos, conjuga la necesidad individual y colectiva de cantar con las circunstancias de la vida actual y vincula al niño al mundo que le rodea mediante un proceso sincrético que tiene como objeto y compañero de viaje la intención de mantener viva la creación popular.
[CAT] Música com a cultura és el concepte essencial que fonamenta el present treball. Aquesta afirmació traslladada al camp de l'educació infantil ens dona la possibilitat d'experimentar amb produccions musicals, les seues causes i els seus efectes. La cançó d'infantesa, entesa com un context estable i canviant a l'hora, en generacions successives, permet utilitzar tota la capacitat dels xiquets i el seu entorn en la construcció de la seua identitat personal, social i cultural. Partint d'una xarxa cultural particular (grup-aula) i de l'àrea cultural local s'ha concebut i s'ha projectat la cançó com a procediment per a la continuació-creació-integració de cultura pròpia que per extensió pot incidir en entorns més llunyans amb característiques semblants. Des d'una perspectiva pedagògico-sistèmica i atenent a les teories del desenvolupament del cervell, la ment, les intel·ligències múltiples, la neurocultura i la creativitat es poden implementar processos que possibiliten als xiquetes pensar i actuar musicalment. La cançó en el context escolar, en els terminis descrits, conjuga la necessitat individual i col·lectiva de cantar amb les circumstàncies de la vida actual i vincula al xiquet amb el món que l'envolta mitjançant un procés sincrètic que té com objectiu i com a company de viatge la intenció de mantenir viva la creació popular.
Arnau Aparicio, A. (2016). EL PROCESO DE CREACIÓN Y RECREACIÓN DE CANCIONES EN LA CONSTRUCCIÓN DE LA IDENTIDAD PERSONAL, SOCIAL Y CULTURAL DE LOS NIÑOS DE 3 A 6 AÑOS. Una investigación artístico-socio-educativa entorno a una propuesta de acción que va del placer de cantar al pensamiento musical popular [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/64080
TESIS
Gamonal, González Allyson, and Villa Pamela Loreto Sepúlveda. "Educación y formación de público — influencia de la educación artística en los consumidores de arte." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/101254.
Full textRoggero, Torres Llosa Mariana. "Autoestima infantil: una propuesta de educación artística integral «Jardín de historias»." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2016. http://hdl.handle.net/10757/620853.
Full textThe main objective of this research was to propose a comprehensive artistic workshop for children between 6 and 8 years old for to improve the levels of self-steem. This study was descriptive propositive, with a sample of 17 children from the first and second year of Elemental School studying at Colegio Trener – Monterrico, previously chosen by their teacher and overseen by the Headmaster of Elementary School. The EDINA Questionnaire was used to evaluate and identify the levels of self-steem of the children taken as sample. The activities proposed for the comprehensive artistic workshop were made from the theoretical inputs of proficient authors in the teaching of arts for toddlers, as well as the characteristic and necessities of the development of the selected ages
Giner, Marco María Carmen. "CREATIVIDAD ARTÍSTICA EN LA INFANCIA. UNA NUEVA PROPUESTA EN EDUCACIÓN MUSICAL." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/90465.
Full textEsta tesis se engendra por varios motivos. Mi experiencia como docente en música me puso en contacto con un proyecto educativo para una franja de edad temprana en el que se integraba la música, la danza y las artes plásticas, Jardí Artístic. La enseñanza en artes es fundamental para la formación integral del niño pues influye directamente en su edad madura. Durante años aprecié el carácter innovador del proyecto, al tiempo que intuí posibles mejoras en su ejecución didáctica y fundamentación teórica. Esta tesis doctoral investiga las potencialidades del aprendizaje artístico a través del caso de estudio del proyecto Jardí Artístic. Su objetivo es evaluar el proyecto desde una perspectiva multidimensional, capaz de situarlo en su contexto y proporcionar recomendaciones para su mejora. Trata de comprobar si utiliza un método de trabajo adecuado para desarrollar la sensibilización artística. Los objetivos específicos de la tesis son analizar el proyecto, valorar la formación del profesorado y de la participación de las familias y aportar propuestas fundamentadas en el estudio teórico y práctico. Se abordan los objetivos a través de una metodología analítica y cualitativa. Se efectúa una revisión bibliográfica de tipo snowball, pues las búsquedas por descriptores en bases de datos convencionales no arrojaron resultados satisfactorios sobre el concepto de creatividad en enseñanzas artísticas en edades tempranas y en educación musical en particular. A través de su análisis, se plantean los siguientes métodos para el estudio de este caso: examen de la normativa legal y de la documentación del centro; así como un sistema de entrevistas y cuestionarios de corte cualitativo. Mediante la verificación de los datos obtenidos durante el trabajo de campo se realiza la interpretación del caso. Jardí Artístic se imparte en el Centro Municipal de las Artes de Burriana. Se ha evidenciado que según la normativa cumple con las características de los estudios de escuelas de música y danza para "llegar a todo el entramado social que demanda este modo de acceso a la cultura". El objetivo de JA es la sensibilización en las artes y el fomento de la creatividad mediante la integración de las tres disciplinas. Se concluye que esta línea experimental educativa desarrolla los objetivos que se propone si bien se ha de mejorar la exploración de la creatividad artística y completar su fundamentación teórico-pedagógica. Los resultados más relevantes de nuestro trabajo de campo son los siguientes: JA desarrolla el potencial creativo de los niños a través de una programación que se va mejorando gracias a la especialización de sus profesores en las disciplinas artísticas; el valor social y educativo de la educación en artes no alcanza sin embargo todo su potencial, ya que JA no consigue integrar las artes en un mismo concepto artístico en su totalidad. El trabajo demuestra que ese objetivo se alcanza de forma parcial, con actividades concretas. Esta tesis propone trabajar con el método de proyectos para seguir ahondando en esta línea integradora de las artes. Este método, desarrollado en un mismo espacio para música, danza y pintura, motiva a los niños de edades tempranas ya que como resultado del conocimiento adquirido obtienen un fruto tangible y "real". Suponemos que aplicar una metodología de este tipo en el resto de la horquilla de edad corregiría los índices de abandono de estudios artísticos que se producen, especialmente a la adolescencia.
Aquesta tesi es crea per varios motius. La meua experiència com a docent en música em va posar en contacte amb un projecte educatiu per a una franja d'edat primerenca en què s'integrava la música, la dansa i les arts plàstiques, Jardí Artístic. L'ensenyança en arts és fonamental per a la formació integral del xiquet perquè influïx directament en la seua edat madura. Durant anys vaig apreciar el caràcter innovador del projecte, alhora que vaig intuir possibles millores en la seua execució didàctica i fonamentació teòrica. Aquesta tesi doctoral investiga les potencialitats de l'aprenentatge artístic a través del cas d'estudi del projecte Jardí Artístic. El seu objectiu és avaluar el projecte des d'una perspectiva multidimensional, capaç de situar-ho en el seu context i proporcionar recomanacions per a la seua millora. Tracta de comprovar si utilitza un mètode de treball adequat per a desenvolupar la sensibilització artística. Els objectius específics de la tesi són analitzar el projecte, valorar la formació del professorat i de la participació de les famílies i aportar propostes fonamentades en l'estudi tècnic i pràctic. S'aborden els objectius a través d'una metodologia analítica i qualitativa. S'efectua una revisió bibliogràfica de tipus snowball, ja que les recerques per descriptors en bases de dades convencionals no van presentar resultats satisfactoris sobre el concepte de creativitat en ensenyances artístiques en edats primerenques i en educació musical en particular. A través de la seua anàlisi, es plantegen els següents mètodes per a l'estudi d'este cas: examen de la normativa de legal i de la documentació del centre; així com un sistema d'entrevistes i qüestionaris d'estil qualitatiu. Per mitjà de la verificació de les dades obtinguts durant el treball de camp es realitza la interpretació del cas. Jardí Artístic s'imparteix en el Centre Municipal de les Arts de Borriana. S'ha evidenciat que segons la normativa compleix amb les característiques dels estudis d'escoles de música i dansa per a "arribar a tot l'entramat social que demanda este mode d'accés a la cultura". L'objectiu de JA és la sensibilització en les arts i el foment de la creativitat per mitjà de la integració de les tres disciplines. Es conclou que esta línia experimental educativa desenvolupa els objectius que es proposa si bé s'ha de millorar l'exploració de la creativitat artística i completar la seua fonamentació teòrico-pedagògica. Els resultats més rellevants del nostre treball de camp són els següents: JA desenvolupa el potencial creatiu dels xiquets a través d'una programació que es va millorant gràcies a l'especialització dels seus professors en les disciplines artístiques; el valor social i educatiu de l'educació en arts no aconseguix no obstant això tot el seu potencial, ja que JA no aconsegueix integrar les arts en un mateix concepte artístic en la seua totalitat. El treball demostra que eixe objectiu s'aconsegueix de forma parcial, amb activitats concretes. Aquesta tesi proposa treballar amb el mètode de projectes per a continuar aprofundint en aquesta línia integradora de les arts. Aquest mètode, desenvolupat en un mateix espai per a música, dansa i pintura, motiva els xiquets d'edats primerenques ja que com a resultat del coneixement adquirit obtenen un fruit tangible i "real". Suposem que aplicar una metodologia d'aquest tipus en la resta d'edats corregiria els índexs d'abandonament d'estudis artístics que es produïxen, especialment a l'adolescència.
Giner Marco, MC. (2017). CREATIVIDAD ARTÍSTICA EN LA INFANCIA. UNA NUEVA PROPUESTA EN EDUCACIÓN MUSICAL [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90465
TESIS
Morón, Velasco Mar. "La creación artística en la educación de las personas con discapacidad intelectual. La autodeterminación." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/31794.
Full textLa, Hoz Benavides Claudia. "Revisión de la literatura: Principales enfoques teóricos y la educación artística en el Perú." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/16803.
Full textTrabajo de investigación
Alosilla, Soto Martha Rossana. "Uso de la reproducción artística, como recurso didáctico en la creación publicitaria en educación superior." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2006. https://hdl.handle.net/20.500.12672/15352.
Full textPretende establecer que la reproducción artística utilizada como medio de creación publicitaria, es un recurso didáctico que estimula el desarrollo de la sensibilidad y posee un alto valor creativo comunicativo y formativo, además de favorecer el aprendizaje de aspectos estilísticos, iconográficos e históricos del arte. Esta investigación esboza una metodología constructivista en base al aprendizaje significativo en educación superior. El trabajo consta de cinco capítulos y tienen como eje conductor temas generadores: como el aprendizaje, el arte, la creatividad y la publicidad. En el primer capítulo se abordan contenidos acerca de la naturaleza del arte y la publicidad con sus particularidades específicas y la interrelación que existe entre estas dos disciplinas. En el segundo se trata de todo lo relacionado a la didáctica en función al aprendizaje, potencialidad significativa de los recursos didácticos y sus estrategias. La cuestión del reciclaje de las reproducciones artísticas en la publicidad gráfica, se enfoca en el tercer capítulo, donde se relaciona el iconograma kitsch con la publicidad y el arte. Se plantean luego, en el cuarto capítulo, los criterios y estrategias metodológicas de la propuesta, tema que es abordado en etapas de acuerdo al proceso y su aplicación.
Tesis
Romero, Reyes Patricia. "La educación primaria como creadora de cultura artística, centrada en el teatro. Estudio realizado en tres centro escolares de Toluca"." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2019. http://hdl.handle.net/20.500.11799/110372.
Full textNavarro, Navarro Verónica. "El laboratorio artístico-matemático a través de la literatura: una investigación de interacción hipertextual en Segundo y Tercer Ciclo de Educación Primaria." Doctoral thesis, Universidad de Murcia, 2015. http://hdl.handle.net/10803/362087.
Full textThis Doctoral Thesis comes as a result of researching into the production of interdisciplinary (art, literature and maths) and inter-textual art installations. Such strategy is efficient for an encompassing teaching both inside and outside exhibition spaces. We take children literature as a key stone, as a teaching resource and as a guiding theme that allows us to work in art and maths jointly. We aim to focus in emotions through the illustrated album “menudo punto”, which was produced for this installation, and also develop creativity in the laboratory where it is experimented and investigated. The laboratory has developed in two different venues: a museum and a classroom in a school. Students in the third, fifth and sixth year in primary education have attended the laboratory, from who we have gathered data about the knowledge gained and the evaluation of the workshop by the participants. This has shown the usefulness of the designed method, specially because it has make students strengthen their inter-textual reading skill and value literature, art and maths. Besides, it has allowed them to investigate new terms by new ways of working in which game has taken a key role.
Martínez, Gallego Silvia. "La Educación Artística en los planes de estudio de Magisterio de la Comunitat Valenciana. Visión para el siglo XXI." Doctoral thesis, Universitat Jaume I, 2015. http://hdl.handle.net/10803/405512.
Full textThis doctoral thesis envisages framing the development and application of successive study plans in the Faculty of Education, considering the different historical periods; highlighting fundamental aspects in the different models and the changes due to social and cultural movements. Demonstrating that a definition of the concept of today's Arts Education is difficult to find. Evaluating the quality of Arts Education, in its visual aspect, imparted in the studies of Education as initial teacher training; intimately related to early childhood development and the instruction of the professionals in charge of carrying out this formation. Specifying current needs in the initial training of teachers in this field and laying the foundations for the qualification of more competent professionals. Providing fundamental tools in this area recognized as positive for the holistic and integral formation of the person. Implementing the requirements for future development.
Sánchez, de Serdio Martín Aida. "Política relacional en las prácticas artísticas colaborativas: cooperación y conflicto en el desarrollo de un proyecto de vídeo comunitario, La." Doctoral thesis, Universitat de Barcelona, 2007. http://hdl.handle.net/10803/1264.
Full textThis research focuses on four editions of an experience of community video carried out by a youth association and two groups of documentary professionals, with the support of an important cultural institution. The narratives on this kind of collaborative project tend to obscure the conflicts and the negotiations that necessarily arise when agents so different in nature and interests must collaborate in an educational situation. More specifically, these narratives usually erase the role institutional agents and educations play. Through a case study, this research tries to describe and problematize the relationship between documentary professionals, socials educators and children, paying special attention to the institutional framework and cultural policy the activity emerged from. At the same time, the conditions of production of the research -and not only the findings- are incorporated to the final report or narrative. The structure of the report makes visible the different phases of the research process (fieldwork, data processing and successive writings).
Ramón, Verdú Alfredo José. "Propuesta de un modelo teórico de enseñanza para entornos de aprendizaje móvil en las enseñanzas artísticas visuales." Doctoral thesis, Universidad de Murcia, 2015. http://hdl.handle.net/10803/316977.
Full textIn determining the components and the design of a model structure for mobile devices suitable for the Visual Arts Education (VAE), based on the rationalization of the elements that have been set up, and that can be implanted in a teaching environment, has developed three objectives investigation: • Objective 1: Create an organizational model valid of Instructional Design for m-Learning and Visual Art Education. • Objective 2: Create an integrated strategic planning to carry out Visual Art Education using mobile devices. • Objective 3: Create an interactive operating model based on generic theories of learning, learning theories of e-Learning, m-Learning and models, to perform Visual Arts Education using mobile devices. The objectives are aimed at unifying and identifying elements that will be required to incorporate into a teaching model that addresses the planning of the learning process of the VAE through mobile devices. METHODOLOGY It has adopted a strategy of search and analysis of the factors that are considered essential, so that from a critical perspective to design communication spaces that allow facing an educational problem that must adapt to new times. This will be accomplished by creating a theoretical management model focused on the student and processes that must be exercised within the learning of knowledge VAE. For this purpose, the theoretical construction of the model must integrate all the components that support education through technology, but also integrating the differentiating aspects that mobile devices have. The research methodology that guides the steps to be carried out is based on a hypothetical-deductive development of general statements of theories, educational models, instructional design, research and experience. From here you have deduced hard evidence to which they have been provided reliability and validity to triangulate the information according to each case, and which have contributed different visions, approaches and developments on the issues. Based on these facts it has led the problem of this research, on which rests the whole rational deductive logic, and representing the foundation and structural guidance for theoretical problem solving and achieving the objectives. On this basis, the rationale has been carried out to address the problem has always contemplated the academic relevance, so long as it is not intended to establish laws, but from a holistic vision of the teaching-learning process approaches are deducted, situations and concepts needed for a participatory and active work of the student those concepts are integrated into methodologies directed to a mobile learning in VAE. The sequential patterns are as given below: 1. Define the structure of a model of ID. 2. Define the learning scenario. 3. Create a general structure of strategic planning. 4. Determine the relationship of each component of strategic planning with the theoretical foundation of m-Learning. 5. Establish a methodology teaching strategy for the visual arts by m-Learning. 6. Make a graphic proposal of the various situations that may occur during interactive navigation. 7. Establish relationships between different design concepts and learning concepts in mobile environments for Visual Arts Education. CONCLUSIONS Systems based on widely used but still in development such as e-Learning, have been associated with their characteristics and potential of the m-Learning for belonging to the same common trunk. Organizational structures must be used represent a very important part of any mobile technology-based system, which implicitly includes some forms of use and communication today is impossible since other means, why it was investigated on mobile teaching models suitable for the purpose sought, integrating them into the proposed model. From here, and together with the organizational structure that has been derived from models of instructional design, EAVm-Learning model has taken shape, responding to the first objective research. The teaching and learning of Visual Arts Education in technological environments educational process has to integrate elements associated with the ways of structuring and methodological organization. This is even more evident when to apply technology guarantees it requires a comprehensive study to understand how learning occurs when the scenarios and contexts charge as important, amplified by mobility and how to access the information provided by mobile devices. Stage design by the teacher, who takes on a new role as a mentor or facilitator of learning, and for another, even more important, the student's own experience in real contexts: in the model that is designed these factors are integrated authentic. This is strengthened by an autonomous power structure and engaged learning, supported by communication among peers and teacher, offering the ability to work cooperatively in shared spaces. The proposed model is a planning strategy that we consider necessary for there to be a real evolution of the teaching of the VAE parallel to technological, communicative and interactive navigation changes that society has integrated into their everyday uses, structure integrated in the second and third target proposed research. It is aware that this approach, can be implemented as an autonomous teaching methodology, it implies that the model itself may belong to a higher structural model, integrated into a wider and complex system yet to be developed, but this assumption has not been addressed in this document exceeded its intent. This opens up new lines of research as interesting as stimulants.
Goñi, Morgan Maria Teresa. "Propuesta metodológica para la conformación de grupos de trabajo transdisciplinario en base al Enfoque Triangular en educación artística." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/14435.
Full textVallès, Villanueva Joan. "Competencia multicultural en educación artística. Contextos y perspectivas de futuro en la formación de las maestras y los maestros." Doctoral thesis, Universitat de Girona, 2005. http://hdl.handle.net/10803/7666.
Full textPartíamos de la percepción que, en el ámbito de la educación artística y de la cultura en general, existe una tendencia que describe los hechos artísticos y las prácticas estéticas a partir de unas categorías únicas y universalmente válidas. Estas provocan a menudo el olvido de algunos valores específicos y sobre todo la falta de reconocimiento de otras propuestas artísticas igual de interesantes (oficios artísticos, arte de las/os niñas/os, arte popular, artesanias, etc. Hemos buscado caminos que nos conduzcan a asumir una visión contemporánea del hecho artístico y una concepción incluyente del arte (diseño, indumentaria, decoración, artes funcionales, arte popular, arte de las mujeres, net art, gastronomia, etc.).
Entendemos que la educación es el lugar desde donde avanzar hacia otra forma de mirar y comprender el mundo. Una visión que, desde el arte, facilite elementos para el encuentro y las relaciones sociales, donde la propia diferencia y la conservación "crítica" de las propias identidades culturales sean celebradas desde la convicción del verdadero enriquecimiento cultural.
Estas consideraciones y la ausencia de un marco teórico previo que nos permitiera analizar, desarrollar y evaluar la perspectiva multicultural en la educación artística fueron la causa y la coyuntura para dirigir este trabajo hacia lo que podríamos llamar "educador artístico culturalmente competente" (Andrus, 2001). En esa perspectiva de comptencia es donde hemos ubicado nuestro trabajo, así como en las necesidades de formación de las maestras y los maestros, con la convicción de que cualquier mejora en la etapa educativa donde estos actúan, redundará en todo el proceso educativo.
We understand that since the area of Artistic Education we can work the art of hundreds of cultures and at any moment of the history, an aspect that permits us to sensitize all students towards the comprehension of the different demonstrations that acquires a same cultural aspect, the art, as a universal phenomenon. We have centred the main objective of our investigation on the exploration of the roads and the possibilities that artistic education offers us (cultural, class, disability, age, race, sex, etc.) in relation to diversity.
We started from the perception that, in the scope of the artistic education and culture in general, a tendency exists that describes the artistic facts and the aesthetic practices from unique and universally valid categories. These often cause the omission of some specific values and mainly the lack of recognition of other interesting artistic proposals (artistic offices, children art, popular art, craftsmanship, etc). We have looked for ways that lead us to assume a contemporary vision of the artistic fact and an including conception of art (functional design, clothing, decoration, arts, popular art, art of the women, net art, gastronomy, etc.).
We understand education as the place from where to advance towards another form to watch and to understand the world. A vision that, from the art, facilitates elements for the social encounter and relations, where the own difference and "the critical" conservation of the own cultural identities are celebrated from the conviction of the true cultural enrichment.
These considerations and the absence of a previous theoretical frame that allowed us to analyze, develop and evaluate the multicultural perspective in the artistic education, were the cause and the conjuncture to direct this work towards what we could call "culturally competent artistic educator" (Andrus, 2001). In that perspective of competence is where we have located our work, as well as in the necessities of formation of our teachers, with the conviction that any improvement in the educative stage where these act, will result in all the educative process.
Buslón, Valdez Nataly. "Investigación con impacto social: educación de éxito." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461454.
Full textThis research is framed under the IMPACT-EV project: Evaluating the impact and outcomes of EU SSH research (2014-2017), funded by the European Union's Framework Program aimed at analyzing the social, scientific and political impact of Social Sciences and Humanities (SSH) investigations. In this sense, the doctoral thesis specific objective is to answer to the follownig research question: Is there research in sociology of education with social impact? Based on the review of the Successful Educational Actions (SEA) identified by the INCLUD-ED project “Strategies for inclusion and social cohesion in Europe from education (2006-2011)”, the only research project on social sciences highlighted by the European Commission among the 10 success stories of the EC Framework Programmes of Research, focuses on presenting the keys required to achieve a research with social impact that will benefit and contribute to the improvement of reward society:: I. Research based on the validated knowledge by the international scientific community; II. Takes up the original objective of the Social Sciences in serving society, understanding social dynamics and seeking impact and benefit in society; III. To recognize the cultural intelligence of all individuals, respecting and contemplating diversity as a richness and incorporating all voices on an equal footing; IV. To understand education as a practice of freedom and social change, seeking to improve learning and the entire educational community. Thus, this research allows us to overcome existing educational myths about economic investment, family background, psychological abilities of children, among other elements that are commonly used to justify school failure, highlighting the transforming effect of training with scientific bases of teachers and professionals in the educational field. As well as pointing out the family and community participation in decision making in schools. Areas for future research derived from this doctoral thesis are the evaluation of the educational social impact, as well as the measurement of the cost-benefit of educational policies, establishing greater links between the scientific field and the diverse publics in order to maximize social impact.
Duran, Salvadó Noemí. "L’escola com una conversa entre desconeguts: Recercar amb infants a través de llenguatges artístics." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/84058.
Full text‘The school as a conversation with strangers: Researching with children through artistic languages’ This thesis pretends to rehearse alternative ways of inhabiting today's educational institutions. These centres have been designed in relation to current educational legislation, the majority of which is interpreted in a way that results in the enactment of traditional schools, which still bear the mark of the Industrial Revolution. Through personal narrative, the author goes back to school, recuperating her own experiences as a student, as a teacher, and as a researcher. She interrogates the structures that regulate ways of acting and being in the school context, bringing to light what forms are privileged by hegemonic educational discourses. Focussed on how the experience of subjectivity is configured in school, the researcher develops her fieldwork in a primary school in Catalonia, which in 2007 won a national prize from the Spanish government in honour of their Conflict Resolution and Mediation strategies and practices. In this centre, the first phase of the thesis (ethnographic observation) takes place, during which the researcher questions how children's personal stories circulate through the school environment, exploring the possibilities provided by the school for a child to become the author of his/her self. The bulk of the research takes place during a second phase, in which the researcher initiates an enquiry, together a group of children, into 'what and how we can learn from what happens between us in school'. This project is a shared research process, where both the researcher and the children rehearse other ways of getting involved in the school environment. This work stems from an interest in exploring new languages in education that can make us more sensitive to our relationships with each other, without defaulting to a predetermined mindset. It is in this regard that the metaphor of school as a conversation between strangers emerges, where the impossibility of knowing the other is seen as a pedagogical opportunity that drives us to explore the space of difference through our imagination and creativity.
Masip, i. Boladeras Roser. "El pintor Francesc d'Assís Galí: nova visió pedagògica de l'ensenyament artístic." Doctoral thesis, Universitat de Barcelona, 1994. http://hdl.handle.net/10803/672100.
Full textDotel, Tejada Cruz María Carolina. "Impacto de proyectos artísticos en la práctica docente : hacia la concreción de un currículo de competencias en República Dominicana." Doctoral thesis, Universidad de Murcia, 2016. http://hdl.handle.net/10803/369821.
Full textWith the changes that embrace the focus in competences on the Dominican Republic’s undergraduate education curricular design, this investigation seeks to offer one look at the educational possibilities that the artistic projects have, and the impact of these on the implementation and development of the curriculum, product of the focusing itself. Being a reference to optimize this resource, as a pedagogical strategy for students to learn, which allows fixating knowledge and the development of competences for life itself. This investigation’s target refers to analyze the incidence of the artistic projects in the teaching practice for the development of basic competences, knowing the characteristics and conditions of the teaching practices on which the strategy of artistic projects are used to achieve the competences, analyzing the value that on its execution make the agents implied and the impact of the strategy of artistic projects on the development of competences on the teaching of elementary and secondary context for the Dominican Republic. This study is made in correspondence of mixed methodology, that allows a mix of systematic processes, practice, empirical with critical order on investigation. This provides the recollection and analysis of data, quantity and quality. This allows having a wider look. Being a result of the mixture of the gathered information. The instruments utilized were interviews, interviews on depth and focal groups. The results of the investigations we verify that the integration of the artistic project strategies optimizes the teaching practice, providing the achieving of substantive concretions on learning and development of fundamental competences, group values and integration on several levels. On top of the development of competences, the realization of artistic projects guarantees the positive incidence in the educational community and the school’s surroundings, directly and indirectly provides motivation and verifies learning. From the experiences expressed by the teachers who took part in this study, and the theory gathered, artistic projects produce a school climate charged with creative, dynamic, new, integrative resources that go way beyond the classroom and positively dimensions the “school community” concept. In this study, it has been proved that the education possibilities in the artistic projects in the school provide positive changes in the receptiveness of students, in the school climate and interpersonal relations, in culture and context. Finally, a scheme is shown as a proposal with working elements of already evaluated programs by the teacher’s experience that could optimize the practice on the development of fundamental competences and as a valid strategy to get a positive incidence on the teaching practice.
Suárez, Guerrero Cristóbal. "La interacción cooperativa: condición social de aprendizaje." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/117376.
Full textFigallo, Rivadeneyra Flavio. "Educación, estamos tarde." En Blanco y Negro, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117055.
Full textRodrigues, Judivânia Maria Nunes. "Retratar-se-retratando : processos de formação na ação artística." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/694.
Full textConselho Nacional de Desenvolvimento Científico e Tecnológico
This dissertation discusses formation in art and education, made from practical non-formal education, aimed at inclusion and social transformation. The object of the research is the analysis of the processes of training and practice of three photographers, artists and educators. João Roberto Ripper, founder of Programa Imagens do Povo developed in Complexo da Maré in the city of Rio de Janeiro, Ricardo Peixoto, founder of the cultural producer Ensaio Brasil Produções ltda, operating in the city of Joao Pessoa in Paraiba, and Miguel Chikaoka, founder of the Associação Fotoativa, which develops its actions in the city of Belém in Pará. The three experiments develop actions of art education through the photographic language envisioning social change. The research focused on the formation processes and practices developed by these photographers, artists and educators. The present study arose from concerns that arise throughout the work of art and education in communities that I have been developing since 2003, where photography is also the instrument that I use to establish pedagogic and artistic relationship with the communities in which I work. How photography can be used as an artistic practice and educational reflection, inclusion and social transformation? These were the main questions that motivated me to pursue this research. To develop the study, it was used qualitative research. Thus, the data were organized and analyzed from interviews with respondents, the observation of workshops, experiences at their sites and the collection of projects developed by them, in different economical, social and cultural factors that characterize the communities where they operate. In the data analysis, it was found, among other things, that its formations were formed in an interdisciplinary way, by means of academic, technical and self-taught, who move between methodologies of popular education and public art activist slant, collaborative and relational, highlighting the consistent practice of photography as an incisive quality of these actions and art education conducted in the field of Teaching Visual Arts.
A presente dissertação discute formações em arte e educação, constituídas a partir de práticas não-formais de educação, que visam inclusão e transformação social. O objeto da pesquisa é a análise dos processos de formação e prática de três fotógrafos, artistas e educadores. João Roberto Ripper, idealizador do Projeto Imagens do Povo, desenvolvido no Complexo da Maré na cidade do Rio de Janeiro; Ricardo Peixoto, idealizador da produtora cultural Ensaio Brasil Produções ltda, com atuação na cidade de João Pessoa na Paraíba; e Miguel Chikaoka, idealizador da Associação Fotoativa, que desenvolve suas ações na cidade de Belém no Pará. As três experiências desenvolvem ações de arte e educação por meio da linguagem fotográfica vislumbrando transformação social. A pesquisa focou nos processos de formação e prática desenvolvidos por estes fotógrafos, artistas e educadores. O presente estudo originou-se de inquietações surgidas ao longo do trabalho de arte e educação que venho desenvolvendo em comunidades desde 2003, onde a fotografia é também o instrumento que utilizo para estabelecer relações pedagógicas e artísticas com as comunidades nas quais atuo. Como a fotografia pode ser utilizada como prática artística e educativa de reflexão, inclusão e transformação social? Foram estas as principais questões que me motivaram a buscar esta pesquisa. Para desenvolvimento do estudo, foi utilizada a pesquisa qualitativa. Dessa forma, os dados foram organizados e analisados a partir de entrevistas realizadas com os pesquisados, da observação de oficinas, vivências nos respectivos locais e do acervo de projetos desenvolvidos pelos mesmos, em diferentes contextos econômicos, sociais e culturais que caracterizam as comunidades onde atuam. Na análise dos dados, constatou-se, entre outras coisas, que suas formações foram constituídas de forma interdisciplinar, por meio de formações acadêmicas, técnicas e autodidatas, que transitam entre metodologias da educação popular e de arte pública de cunho ativista, colaborativo e relacional, destacando-se a consistente prática fotográfica como elemento contundente na qualidade destas ações de arte e educação realizadas no campo do Ensino das Artes Visuais.
Antunes, Gomes Ana Beatriz. "Bergson e a criação artística." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00988983.
Full textCoutinho, Natália Codinho 1971. "Doutrina e Confronto : aspectos da relação corpo e paisagem na produção artística contemporânea." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285199.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: A presente pesquisa objetiva provocar uma reavaliação das estratégias traçadas pelo atual sistema social hegemônico, que se sustenta a partir de uma política de disciplina dos corpos, no intuito de discipliná-los nos espaços da cidade. Problematizando o campo institucional da arte em seus aspectos mais conservadores, a pesquisa busca uma reavaliação dos processos artísticos, no intuito de mapear quais as estratégias que vem sendo traçadas para desarticular os mecanismos de condicionamento citados
Abstract: This study aims to provoke a reassessment of the strategies designed by the current hegemonic social system, wich is supported from a discipline policy of the bodies. In order to discipline them in the spaces of the city. This study seeks a reassessment of the artistic processes in order to map the strategies that have been drawn to dismantle the mentioned mechanisms
Mestrado
Artes Visuais
Mestra em Artes Visuais
Lara-Figueroa, Alejandro. "La Educación Zapatista desde una Psicología Social Decolonizante." Tesis de doctorado, Universidad Autónoma del Estado de México, 2019. http://hdl.handle.net/20.500.11799/105922.
Full textTesis de doctorado sobre la Educación Zapatista desde una Psicología Social Decolonizante
Facultad de Ciencias de la Conducta, UAEMéx
Camargo, Luiz Fernando. "Sustentabilidades social e cultural : estudo de caso em uma fundação de cultura artística." Universidade Estadual de Londrina. Centro de Estudos Sociais Aplicados. Programa de Pós-Graduação em Administração, 2018. http://www.bibliotecadigital.uel.br/document/?code=vtls000218716.
Full textSustainability is a theme that has been approached in different contexts and by different social actors. Sustainability analysis refers to a complexity of conceptions, practices, discourses, events, and research that highlight the urgent need to develop alternatives that contemplate in a significant way the real human needs and the natural ones of our planet. Bringing the sustainability debate to the field of administration has become a major challenge since this area of knowledge focuses on actions and strategies for capital generation and accumulation, which requires a critical analysis of the effects of this option. Thus, the purpose of this study was to analyze the social and cultural dimensions of sustainability by exploring other horizons of the theme and recognizing the individual as the main protagonist. Therefore, this paper is divided into a theoretical part, in which sustainability's history and its political unfoldings, social sustainability, and the culture's importance for the collective development of a society are approached, and an empirical part that contains the case study about a cultural foundation that operates in Londrina / PR and has art's dissemination as greater purpose. Thereby, this study is justified by the elaboration of an in-depth analysis of the social relevance of culture in the sustainability debate. As a partial result, the research shows that micro-social initiatives such as the actions performed by the foundation collaborate to the dissemination of sustainable practices that take into consideration the human's multiple dimensions and the possibilities of social transformation.
López, Díaz-Villabella Sonia. "Diseño, desarrollo e implementación de un programa de educación afectiva y social en Educación Primaria." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/50386.
Full textMartínez, Ocaña Bertha, and de Flores Jenny Quezada. "Estilos de aprendizaje en menores en situación de desventaja social." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117203.
Full textArmando, Elisete Silva. "O Papel do Tutor a distância no curso de licenciatura em artes visuais – EAD : interação e efeitos de sentido." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/157567.
Full textEste estudio busca conocer los efectos de sentido producidos en la interacción de la tutoría en línea con los estudiantes, en el Ambiente Virtual de Aprendizaje - AVA, a través de foros, del curso de Licenciatura en Artes Visuales – Ead, ofrecido por la Red Gaucha de Educación Superior en Distancia - Regesd. Se trata de una investigación cualitativa, con el análisis textual de los discursos producidos en los diálogos entre el tutor y los estudiantes, adoptando como aportación teórica y metodológica los régimenes de interacción y sentido de la sociossemiótica (LANDOWSKI). Al tratar del papel de la tutoría en este curso, presenta el modelo pedagógico en el que se insertó el tutor. La investigación permitió señalar las habilidades de interacción en el lenguaje escrito que son importantes a los tutores en el desempeño de su trabajo. Y, en este contexto, pone de relieve las implicaciones las cuales generan problematización de la categoría profesional del profesor que actúa como tutor. En los discursos seleccionados y analizados de los foros se trató de comprender los mecanismos de producción de sentido en la práctica de las interacciones por medio de la mediación digital. Mediante la identificación de tales discursos con los regímenes de interacción por programación, ajustamientos sensibles, accidentes o manipulación, se infiere que el profesor puede (re)confirgurar sus prácticas de acuerdo con el perfil de los sujetos.El sistema de manipulación apareció con más frecuencia, señalado en la acción del destinador de provocar el receptor para querer o deber hacer algo que genere valores de cambio a lo mismo. Sin embargo, el principio de sensibilidad en el que se basa el régimene del ajustamiento se ha demostrado necesario y importante. Algunas de las conclusiones de este estudio indican que los modos de interacción entre los tutores y los estudiantes hacen que éstos se sientan motivados y puede resultar en incremento en la calidad de su enseñanza y aprendizaje en el proceso educativo en línea.
Zumer, de Rojas María Soledad. "Estado, sociedad y educación." Master's thesis, Facultad Latinoamericana de Ciencias Sociales - Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales. Fundación Instituto de Investigaciones y Proyectos Sociales, 2004. http://bdigital.uncu.edu.ar/1480.
Full textThe thesis suggests that the implementation of joint management actions that involved public sector and social organizations could solve some of the problems of agricultural education in Mendoza and improve the quality of the education provided in those schools.
Fil: Zumer de Rojas, María Soledad. Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales.
Lopes, de Sousa Rui Alexandre. "UNA EDUCACIÓN ARTÍSTICA SOSTENIBLE. EL DIBUJO Y LA (DES)MOTIVATIÓN: EXPERIENCIA EDUCATIVA CON LOS NIÑOS Y EDUCADORES DE SANTA MARIA DA FEIRA." Doctoral thesis, Editorial Universitat Politècnica de València, 2014. http://hdl.handle.net/10251/36533.
Full textLopes De Sousa, RA. (2014). UNA EDUCACIÓN ARTÍSTICA SOSTENIBLE. EL DIBUJO Y LA (DES)MOTIVATIÓN: EXPERIENCIA EDUCATIVA CON LOS NIÑOS Y EDUCADORES DE SANTA MARIA DA FEIRA [Tesis doctoral]. Editorial Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/36533
Alfresco
Argumedo, Manuel Alberto. "El trabajador social como educador: formación profesional y educación." Pontifícia Universidade Católica de São Paulo, 2001. https://tede2.pucsp.br/handle/handle/17878.
Full textIn this research work, the relations between Social Work and Education are analysed, from considering that, in some situations of intervention, the educational action itself constitutes a resource for the social worker. Our questionis, in this case, to what extent the Institutions of Formation are worried about whether their students consider this option and have lhe necessary elements to design, to execute and to evaluate an educational action. It also interests us to know, in case it happens, which is the conception of education that those futures social working have. With this purpose, a definition of education, like intentional action that it prometes certain and determined leaming in other people, it is tried to formulate. Different "intentions" that permit so many other "modes" of educating are analysed and a form to analyse educational actions that would put in evidence lhe principles or criteria that orient them is broached. In order to finalize this part of lhe work, lhe conception of education, from which the analysis is made, is exposed and the principIes that serve as foundation are enunciated. In order to complete this operative referential of lhe research, the profession of the social worker in our world is briefly analysed. Before presenting the field work, some reflections on key methodological concepts in the research, like social representations, are made. In this context, and taking care of lhe objective of lhe research, it is opted for the term "believing /creencias", in the sense of a set or array of "convictions/convicciones" that constitutes the conception of educational action from which the educator works. Finally some inquiries made at level of institutions of formation and people that have decided on the profession of the social work are submitted. In the first case, curricula of institutions with different reference frameworks and interviews to directorate and professors of the career are analysed. In lhe second case, interviews to pupils of recent entering to the university/ingresantes, recent graduates and social workers in activity and the results of a test of resolution of cases applied to students who attend the last years of their career are analysed. These analyses allow to formulate some conclusions on lhe commonest "mode" to educate privileged by the social workers and some recommendations on lhe professional formation are suggested
Neste trabalho analisam-se as relações entre Serviço Social e Educação, partindo de considerar que, em algumas situações de intervenção, as ações educativas constituem-se em um recurso para o assistente social. Nossa pergunta é, neste caso, em que medida as Instituições de Formação preocupam-se para que os seus alunos considerem esta opção e disponham dos elementos necessários para desenhar, executar e avaliar uma ação educativa. Interessa-nos também, caso isso aconteça, qual é a concepção de educação desses futuros trabalhadores sociais. Com esta finalidade, procura-se construir uma definição de educação, como ação intencional que promove em outros certos e determinados aprendizagens. Analisam-se diferentes "intenções" das quais derivam outros tantos "modos" de educar e se propõe uma forma de analisar as ações educativas, que permitiria evidenciar os princípios ou critérios que as orientam. Para concluir esta parte do trabalho, expõem-se a concepção de educação a partir da qual realiza-se a análise e enunciam-se os princípios que a fundamentam. Para completar este "referencial" teórico-operativo do trabalho, analisa-se brevemente a profissão do assistente social no nosso mundo. Antes de apresentar o trabalho de campo, reflete-se acerca de um conceito metodológico chave na pesquisa: as representações sociais. Neste contexto, e atendendo ao objetivo do trabalho, opta-se pelo término "crença", no sentido de um conjunto de "convicções" que constitui a concepção de ação educativa a partir da qual trabalha o educador. Finalmente, apresentam-se algumas indagações realizadas a nível das instituições formadoras e dos sujeitos que têm optado pela profissão do serviço social. No primeiro caso, analisam-se os documentos curriculares de três instituições com diferentes marcos de referência e entrevistas realizadas a diretivos e docentes do curso de graduação; no segundo, analisam-se entrevistas a ingressos, diplomados recentes e graduados em Serviço ou Trabalho Social em atividade e os resultados de uma prova de resolução de casos aplicada a alunos que cursam os últimos anos do curso de graduação. Estes analises permitem formular algumas conclusões acerca do "modo" de educar mais comum entre os assistentes sociais e fazer algumas recomendações acerca da formação profissional
CUENCA, SÁNCHEZ VERÓNICA, and GONZÁLEZ BRENDA MENDOZA. "Comportamiento pro social: aprendizaje en niños de educación básica." Tesis de maestría, Universidad Autónoma del Estado de México, 2017. http://hdl.handle.net/20.500.11799/68713.
Full textBeca UAEMex para estudiantes de posgrado (beca para alumna)
Barrio, Aranda Luis del. "La creación musical: una propuesta educativa basada en el análisis y desarrollo del conocimiento musical en la etapa de Educación Primaria." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/130797.
Full textFlores, Micaela Sabina. "Educación sexual integral." Bachelor's thesis, Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales, 2016. http://bdigital.uncu.edu.ar/8837.
Full textFil: Flores, Micaela Sabina. Universidad Nacional de Cuyo. Facultad de Ciencias Políticas y Sociales.
Giménez, Andrea Beatriz Wozniak [UNESP]. "Renovação poético-musical engajamento e performance artística em Mercedes Sosa e Elis Regina (1960-1970)." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/150706.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Mercedes Sosa (1935-2009) e Elis Regina (1945-1982) constituíram-se em expressões da música popular latino-americana da segunda metade do século XX, representativas dentro de seus campos musicais, a música folclórica argentina e a música popular brasileira. Tanto Mercedes quanto Elis desenvolveram e reformularam seus projetos artísticos dialogando com os princípios estéticos dinamizados dentro de seus campos musicais assim como tensionaram os paradigmas musicais estabelecidos, contribuindo ativamente na reconfiguração destes espaços. Participantes dos processos de renovação musical e poética que deram origem ao Novo Cancioneiro e a MPB, seus repertórios e performances musicais integraram as lutas por redefinição de representações do nacional e do popular nas décadas de 1960 e 1970. O objetivo principal desta tese consistiu em comparar as trajetórias artísticas, as posturas estético-ideológicas e as obras musicais de Mercedes Sosa e Elis Regina, observando suas inter-relações e apropriações das discussões que aproximavam arte e utopia de transformação social que envolveu as artes nas décadas de 1960 e 1970. Suas trajetórias artísticas aproximam-se na busca por renovação poética e musical, atualizando e ressignificando tradições musicais; na valorização da música popular e nacional; no engajamento com a utopia de transformação social e, a partir dela, na disseminação de representações centradas no ideário nacional-popular; nas relações estabelecidas com a indústria cultural como forma de projeção artística; e nas performances paradigmáticas, as quais transformaram cada uma em referência enquanto intérprete, extrapolando as fronteiras de seus países de origem. No primeiro capítulo buscou-se evidenciar os processos de configuração e reconfiguração dos campos musicais em que tais intérpretes estiveram inseridas, a música folclórica argentina e a música popular brasileira, em especial os processos que originaram o Novo Cancioneiro e a Música Popular Brasileira, frutos do desejo de renovação musical e da simbiose entre arte e política. No segundo capítulo tratou-se de analisar e comparar as trajetórias artísticas de Mercedes Sosa e Elis Regina dentro de seus campos musicais na década de 1960, buscando compreender como suas práticas artísticas ajudaram a compor tais perspectivas musicais, o Novo Cancioneiro e a MPB. A partir da análise de suas produções artísticas, dos processos de reconhecimento e consagração dentro de seus campos musicais, tratou-se de evidenciar as formulações e reformulações de suas concepções, práticas e projetos artísticos. Também realizou-se um inventário das principais representações e identidades sociais mobilizadas através de seus repertórios, em especial as relacionadas ao nacional-popular, as quais integraram as lutas por redefinição de significados dentro da cultura popular na Argentina e no Brasil do período. No terceiro capítulo buscou-se analisar e comparar as trajetórias artísticas das duas intérpretes na década de 1970, em especial, as reformulações que realizaram em seus projetos estéticos e em suas produções artísticas durante o aprofundamento do autoritarismo e da censura após o Ato Institucional N.5 colocado em prática pela Ditadura Militar instaurada no Brasil (1964-1985) e as duas Ditaduras Militares que se sucederam na Argentina (1966-1973 e 1976-1983). Para além de destacar as estratégias colocadas em prática visando a manutenção da crítica social em seus repertórios, buscou-se evidenciar o redimensionamento que cada intérprete deu para o ideário nacional-popular, bem como analisar algumas das representações e identidades mobilizadas através de suas performances mais paradigmáticas.
Mercedes Sosa (1935-2009) and Elis Regina (1945-1982) became remarkable figures of the popular latin american music of the second half of the 20th century, prominent within their respective musical spheres, the Argentinean folk music and the Brazilian popular music. Mercedes and Elis developed and recasted their artistic projects conversing with the aesthetic principles energized in their music domains, straining the established musical paradigms, actively contributing to reconfigure these spaces. Participants of the music and poetry renewal processes that gave birth to the Nuevo Cancionero and the MPB, their repertoire and musical performances where part of the struggles to redefine the representations of the national and the popular in the 1960s and 1970s. The main goal of this thesis is to compare the artistic paths, the aesthetical-ideological postures and the musical works of Mercedes Sosa and Elis Regina, paying attention to approximations and disjunctions in their inter-relations with the social transformation Utopia that pervaded the arts in the 1960s and 1970s. Their artistic paths get closer in the search for a poetical and musical renewal, updating and resignifying music traditions; in the appreciation of national and popular music; in the commitment with the social transformation Utopia and, from it, in the dissemination of representations centered in the national-popular ideas; in the relations they established with the cultural industry as ways to achieve artistic gains; and on the paradigmatic performances that turned each of them into iconic performers, known well beyond the boundaries of their countries of origin. The first chapter tries to untangle the configuration and reconfiguration processes of the musical fields in which they were immerse, the Argentinean folk music and the Brazilian popular music, in particular the Novo Cancionero and the Música Popular Brasileira, born from the desire for musical renewal and the symbiosis between art and politics. The second chapter brings an analysis and comparison of the artistic paths of Mercedes Sosa and Elis Regina within their musical fields in the 1960s, trying to comprehend how their artistic practices helped in the constitution of such musical perspectives, the Nuevo Cancionero and the MPB. Their artistic productions, the process of being acknowledged and acclaimed within their musical fields are analyzed to identify the formulations and reformuations of their conceptions, practices and artistic projects. An inventory is also made of the main representations and social identities mobilized through their repertoires, specially those related to the national-popular, as they were part of the struggles for redefining the meanings inside the popular culture in Argentina and Brasil at the time. The third chapter targets the analysis and comparison of the artistic paths of both performers in the 1970s, especially the reformulations they introduced in their aesthetic projects and in their artistic productions during the deepening of the authoritarianism and censorship after the Institutional Act number 5 implemented by the Military Dictatorship in Brazil (1964-1985) and the two Military Dictatorships in Argentina (1966-1973 and 1976-1983). More than showing the strategies that were put into practice to uphold the social criticism in their repertoires, there is an effort to make evident the way that each peformer recasts the national-popular ideas, as well as to analyze some of the representations and identities mobilized through their most paradigmatic peformances.
Mercedes Sosa (1935-2009) y Elis Regina (1945-1982) se constituyeron em íconos de la música popular latinoamericana de la segunda mitad del siglo XX, siendo representativas en sus campos musicales, la música folclórica argentina y la música popular brasileña. Tanto Mercedes cuanto Elis desarrollaron y reformularon sus proyectos artísticos dialogando con los principios estéticos dinamizados dentro de sus campos musicales, tensionando los paradigmas musicales establecidos, contribuyendo activamente en la reconfiguración de estos espacios. Participantes de los procesos de renovación musical y poética que originaron el Nuevo Cancionero y la MPB, sus repertorios y performances musicales integraron las luchas por redefinir representaciones de lo nacional y lo popular en las décadas de 1960 y 1970. El objetivo principal de la presente tesis es comparar las trayectorias artísticas, las posturas estético-ideológicas y las obras musicales de Mercedes Sosa y Elis Regina, observando aproximaciones y distanciamientos entre sus interrelaciones con la utopía de transformación social que envolvió a las artes en las décadas de 1960 y 1970. Sus trayectorias artísticas se aproximaron en la búsqueda por renovación poética y musical, actualizando y resignificando tradiciones musicales; en la valorización de la música popular y nacional; en el compromiso con la utopía de transformación social y a partir de ella, en la diseminación de representaciones centradas en el ideario nacional-popular; en las relaciones establecidas con la industria cultural como forma de proyección artística; y en las performances paradigmáticas, que transformaron a cada una en referencias como intérpretes, extrapolando las fronteras de sus países de origen. En el primer capítulo se ha buscado evidenciar los procesos de configuración y reconfiguración de los campos musicales en que tales intérpretes estuvieron insertas, la música folclórica argentina y la música popular brasileña, en especial los procesos que originaron el Nuevo Cancionero y la Música Popular Brasileña, frutos del deseo de renovación musical y de la simbiosis entre arte y política. En el segundo capítulo se ha intentado analizar y comparar las trayectorias artísticas de Mercedes Sosa y Elis Regina dentro de sus campos musicales en la década de 1960, buscando comprender de qué manera sus prácticas artísticas ayudaron a componer tales perspectivas musicales, el Nuevo Cancionero y la MPB. A partir del análisis de sus producciones artísticas, de los procesos de reconocimiento y consagración dentro de sus campos musicales, se han tratado de evidenciar las formulaciones y reformulaciones de sus concepciones, prácticas y proyectos artísticos. También se ha realizado un inventario de las principales representaciones e identidades sociales movilizadas a través de sus repertorios, en especial las relacionadas a lo nacional-popular, las cuales integraron las luchas por redefinición de significados dentro de la cultura popular en la Argentina y en el Brasil de ese periodo. En el tercer capítulo se ha pretendido analizar y comparar las trayectorias de ambas intérpretes en la década de 1970, en especial las reformulaciones que realizaron en sus proyectos estéticos y en sus producciones artísticas durante la profundización del autoritarismo y de la censura luego del Acto Institucional No. 5 puesto en práctica por la Dictadura Militar instaurada en el Brasil (1964-1985) y las dos Dictaduras Militares que se sucedieron en la Argentina (1966-1973 y 1976-1983). Más allá de destacar las estrategias puestas en práctica para la manutención de la crítica social en sus repertorios, se ha tratado de denotar el redimensionamiento que cada intérprete ha dado para el ideario nacional-popular, así como analizar algunas representaciones e identidades movilizadas a través de sus performances más paradigmáticas.
López, Bazaes Jorge Ismael. "La calidad en Educación Superior y su relación con el desarrollo social inclusivo." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/140834.
Full textDe acuerdo a la UNESCO, la educación tiene por finalidad el desarrollo pleno de las personas al permitirles contribuir al desarrollo de la sociedad, elaborando y compartiendo sus valores y su cultura. Considerando este marco de referencia se estudia el desarrollo histórico de la educación en Chile y la evolución que ha experimentado en estos últimos 40 años. Se concluye que ha favorecido a la clase más acomodada del país en desmedro de los sectores medios y de bajos niveles de capital cultural y económico. A partir de 1980, el Estado permite la entrada de proveedores privados a la educación superior para aumentar la cobertura de la matrícula a niveles similares a los que presentan los países de la OCDE, en forma paralela nuestro país comienza a presentar los niveles de desigualdad económica más altos en el mundo (OCDE, 2015). Frente a esta paradoja, surgen las preguntas por el concepto que utilizamos para denotar calidad en educación: ¿Es legítimo aspirar a una educación superior concebida para fortalecer la cohesión social y la democracia? ¿Es adecuado el concepto de calidad en educación superior que aún se utiliza en Chile? Se estudia la historia de la educación superior en Chile, que devela su limitada cobertura desde la colonia hasta la década de los 90 del siglo pasado, el enfoque de formación profesional y el importante rol que se le adscribe como vehículo de movilidad social y como factor de desarrollo económico, por sobre sus posibles aportes a la cohesión social. Luego se exploran los conceptos de inclusión social, cohesión, ciudadanía y las concepciones de calidad en educación. Las principales fuentes de información son de carácter secundarias. Las evidencias referidas al desarrollo de la educación superior y las situaciones de desigualdad se obtienen desde bases de datos internacionales y nacionales de carácter público y del sistema de admisión a las universidades chilenas. Buscando justificar la inclusión social como una parte constitutiva de la calidad educativa que debiera estimular las políticas públicas, se estudia el desarrollo de la educación superior chilena considerando la cobertura que ha presentado y los sectores beneficiados de acuerdo a factores económicos y culturales. Con estas evidencias se buscan marcos conceptuales multifactoriales de calidad que ayudan a corregir las desigualdades sociales y que pueden ser cuantificados utilizando sistemas de información o bien datos obtenidos de encuestas dirigidas a diferentes grupos relevantes en Educación Superior. Las principales conclusiones de este estudio relevan la importancia de las Universidades en la conformación de realidades sociales, en que las personas son un fin y no simplemente un medio, un interlocutor con quien construir el mejor mundo posible. Ellas deben preservar un espacio de aprendizaje ético, que procure que sus titulados y graduados ejerzan sus profesiones con la voluntad de contribuir a la formación de una sociedad inclusiva, digna y democrática.
Ronda, Concepción Bru. "Una experiencia de Articulación en Educación de Adultos Mayores en el marco de la Educación Permanente." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index//handle/123456789/21449.
Full textDávila, Flores Humberto Arturo. "Cambios en la representación social del conocimiento." Thesis, Universidad de las Américas Puebla, 2010. http://catarina.udlap.mx/u_dl_a/tales/documentos/mce/davila_f_ha/.
Full text(cont.) La primera está basada en la homología de un sistema de masas que giran en torno de un centro de gravedad, o la situación del centroide de un constructo sobre el vértice de una sección cónica en el espacio unitario multivariable (Little y colaboradores, 1999). La otra, incorporando sobre una red tridimensional de vínculos y nodos los parámetros que el artefacto propuesto permite definir. Esta última tiene la ventaja de que puede construirse con gran facilidad mediante el "software" disponible para los mapas conceptuales ( http://cmap.ihmc.us/ ). Investigaciones de campo recientes han aplicado instrumentos con una metodología parecida, enfocando en otras regiones de nuestro país precisamente el mismo objeto de conocimiento (cf. Zermeño, Arellano y Ramírez, 2005). Así que la identificación de patrones mesurables en el dominio del conocimiento previo puede extraer elementos de juicio útiles, aprovechando el contraste que el presente estudio procura. San Andrés Cholula, Pue., mayo de 2010 .