Educar por medio del arte en una escuela multicultural
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feb 1, 2022
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Resumen
Este artículo ilustra las oportunidades que ofrece el aprendizaje por medio del arte para vincular el patrimonio cultural del alumnado de origen inmigrado a los objetivos del currículum. Se siguió un modelo de investigación-acción educativa en la que participaron futuros docentes durante las prácticas en escuelas de educación primaria en Cataluña (España), en las que prevalece una composición social desfavorecida. Los resultados aportan una metodología interdisciplinar e inclusiva de educación mediante las artes, que promueve el desarrollo de competencias fundamentales para el aprendizaje. Se sugieren ideas para incluir la propuesta en la formación inicial docente.
Keywords
Education, arts, immigrants, inclusive education, primary education, cultural heritageEducación, artes, inmigrante, estudiantes en riesgo de exclusión, enseñanza primaria, patrimonio cultural, educación inclusiva
References
Atkinson, D. (2017). Without criteria: art and learning and the adventure of pedagogy. The International Journal of Art & Design Education, 36(2), 141–152. https://doi.org/10.1111/jade.12089
Au, W. (2009). Decolonizing the classroom. En W. Au (Ed.), Rethinking multicul- tural education (pp. 247–254). Rethinking Schools.
Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review, 3(3), 17–19. https://scholarworks.umb.edu/trotter_review/vol3/iss3/5
Barjeel Art Foundation (s/f). Malika Agueznay. Consultado el 3 de febrero de 2021. https://www.barjeelartfoundation.org/artist/morocco/malika-agueznay/
Bayona-i-Carrasco, J., Domingo, A. & Menacho, T. (2020). Trayectorias migratorias y fracaso escolar de los alumnos inmigrados y descendientes de migrantes en Cataluña. Revista Internacional de Sociología, 78(1), e150. https://doi.org/10.3989/ris.2020.78.1.18.107
Berg, M. L. & Sigona, N. (2013). Ethnography, diversity and urban space. Identities, 20(4), 347–360. https://doi.org/10.1080/1070289X.2013.822382
Chalmers, G.F. (1996). Celebrating pluralism. Art, education, and cultural diversity. The J. Paul Getty Trust.
Cologon, K., Cologon, T., & Mevawalla, Z. (2019). Generative listening: using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability. Journal of Early Childhood Research, 17(1), 54–69. https://doi.org/10.1177/1476718X18818206
Cuevas, J. (2020). Estat i evolució de la segregació escolar a Catalunya. Informe. Fundació Boffil. https://obrimeducacio.cat/publicacions/informe-segregacio-catalunya
Daniel, V., Stuhr, P., & Ballengee-Morris, C. (2006). Suggestions for integrating the arts into curriculum. Art Education, 59(1), 6–11. http://www.jstor.org/stable/27696118
Dash, P. (2005). Cultural demarcation, the African diaspora and art education. En D. Atkinson & P. Dash (Eds.) Social and Critical Practices in Art Education (pp. 117–125). Trentham Books.
Decreto 119/2015, de 23 de junio, de ordenamiento de la enseñanza de la educación primaria. Diari Oficial de la Generalitat de Catalunya Núm. 6900 - 26.6.2015. https://educaccio.cat/2014/educacio/centres-educatius-dificultat-especia-2/
Desai, D. (2000). Imaging Difference: The Politics of Representation in Multicul- tural Art Education. Studies in Art Education, 41(2), 114–129. https://doi.org/10.2307/1320658
Dewey, J. (1934/1980). Art and experience. Putnam’s Sons.
Grant, C. && Sleeter, C. (2008). Turning on learning: five approaches to multicultural teaching plans for race, class, gender and disability. Prentice-Hall.
Hajisoteriou, C. & y Angelides, P. (2017). Collaborative art-making for reducing marginalisation and promoting intercultural education and inclusion. Inter- national Journal of Inclusive Education, 21(4), 361–375. https://doi.org/10.1080/13603116.2016.1197321
Hart, L. M. (1991). Aesthetic Pluralism and Multicultural art Education. Studies in Art Education, 32(3),145–159. https://doi.org/10.2307/1320685
Haynes, B. (2020). Can creativity be taught? Educational Philosophy and Theory, 52(1), 34–44. https://doi.org/10.1080/00131857.2019.1594194
Henderson, M. C. & Lasley, E. (2014). Creating inclusive classrooms through the arts. Dimensions of Early Childhood, 42(3), 11–17. https://eric.ed.gov/?id=EJ1045923
Hipp, J., & Sulentic, M. M. (2019). Challenges and supports to elementary teacher education: case study of preservice teachers’ perspectives on arts integration. Journal for Learning through the Arts, 15(1). https://doi.org/10.21977/D915144538
Hwang, S.Y. (2017). Rethinking creativity: present in expression in creative learning communities. Educational Philosophy and Theory, 49(3), 220–230. https://doi.org/10.1080/00131857.2016.1225559
Jiménez-Vargas, F. & Montecinos-Sanhueza, C. (2019). Polifonía en educación multicultural: enfoques académicos sobre diversidad y escuela. Magis. Revista Internacional de Investigación en Educación, 12(24), 105–128. https://doi.org/10.11144/Javeriana.m12-24.peme
La Porte, A. M. (2016). Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders. International Electronic Journal of Elementary Education, 8(3), 467–480. https://www.iejee.com/index.php/IEJEE/article/view/126
Lalueza, J. L. (2012). Modelos psicológicos para la explicación de la diversidad cultural. Cultura y Educación, 24(2), 149–162. https://doi.org/10.1174/113564012804932119
Leila Alaoui (s/f). “Artist”. GALLERIACONTINUA. Consultado el 3 de febrero de 2021. https://www.galleriacontinua.com/artists/leila-alaoui-3
Llopart, M., Serra, J. M. & Esteban-Guitart, J. M. (2018). Teachers perceptions of the benefits, limitations, and areas for improvement of the funds of knowledge approach. A qualitative study, Teachers and Teaching, 24(5), 571–583. https://doi.org/10.1080/13540602.2018.1452729
Martiniello, M. (2015). Immigrants, ethnicized minorities and the arts: a relatively neglected research area. Ethnic and Racial Studies, 38(8), 1229–1235. http://dx.doi.org/10.1080/01419870.2015.998694
Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey Bass.
Millman, J. (2010) Writing and Dialogue for Cultural Understanding: Multicultural Art Education in an Art Teacher Certification Program. Art Education, 63(3), 20–24. https://doi.org/10.1080/00043125.2010.11519066
Morón, M. & Álvarez, I. M. (2019, 16 de mayo). Educar a través de las artes. Proyectos interdisciplinares e inclusivos en una escuela multicultural. [video]. https://www.youtube.com/watch?v=mqqAMIBApp8
Pérez-Van-Leenden, M. (2019). La investigación acción en la práctica docente. Un análisis bibliométrico (2003-2017). Magis, Revista Internacional de Investigación en Educación, 12(24), 177–192. https://doi.org/10.11144/Javeriana.m12-24.ncev
Rousseau, C. & Heusch, N. (2000). The Trip: A Creative Expression Project for Refugee and Immigrant Children. Art Therapy: Journal of the American Art Therapy Association, 17(1), 31–40. https://doi.org/10.1080/07421656.2000.10129434
Sommer, D. (2014). The work of art in the work. Civic Agency and Public Humanities. Duke University Press.
Unesco. (2020). Inclusión y Educación: todos, sin excepción. Resumen del Informe de Seguimiento de la Educación en el mundo, 2020. UNESCO.
Vertovec, S. (2009). Conceiving and researching diversity. [Working paper, Max Planck Institute for the Study of Religious and Ethnic Diversity]. https://www.mmg.mpg.de/57653/WP_09-01_Vertovec_Diversity.pdf
Vicars, M.,& Senior, K. (2013). Making a visible difference: overcoming barriers Using Arts-based Learning. Educational Action Research, 21(1), 59–71. https://doi.org/10.1080/09650792.2013.763410
Au, W. (2009). Decolonizing the classroom. En W. Au (Ed.), Rethinking multicul- tural education (pp. 247–254). Rethinking Schools.
Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review, 3(3), 17–19. https://scholarworks.umb.edu/trotter_review/vol3/iss3/5
Barjeel Art Foundation (s/f). Malika Agueznay. Consultado el 3 de febrero de 2021. https://www.barjeelartfoundation.org/artist/morocco/malika-agueznay/
Bayona-i-Carrasco, J., Domingo, A. & Menacho, T. (2020). Trayectorias migratorias y fracaso escolar de los alumnos inmigrados y descendientes de migrantes en Cataluña. Revista Internacional de Sociología, 78(1), e150. https://doi.org/10.3989/ris.2020.78.1.18.107
Berg, M. L. & Sigona, N. (2013). Ethnography, diversity and urban space. Identities, 20(4), 347–360. https://doi.org/10.1080/1070289X.2013.822382
Chalmers, G.F. (1996). Celebrating pluralism. Art, education, and cultural diversity. The J. Paul Getty Trust.
Cologon, K., Cologon, T., & Mevawalla, Z. (2019). Generative listening: using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability. Journal of Early Childhood Research, 17(1), 54–69. https://doi.org/10.1177/1476718X18818206
Cuevas, J. (2020). Estat i evolució de la segregació escolar a Catalunya. Informe. Fundació Boffil. https://obrimeducacio.cat/publicacions/informe-segregacio-catalunya
Daniel, V., Stuhr, P., & Ballengee-Morris, C. (2006). Suggestions for integrating the arts into curriculum. Art Education, 59(1), 6–11. http://www.jstor.org/stable/27696118
Dash, P. (2005). Cultural demarcation, the African diaspora and art education. En D. Atkinson & P. Dash (Eds.) Social and Critical Practices in Art Education (pp. 117–125). Trentham Books.
Decreto 119/2015, de 23 de junio, de ordenamiento de la enseñanza de la educación primaria. Diari Oficial de la Generalitat de Catalunya Núm. 6900 - 26.6.2015. https://educaccio.cat/2014/educacio/centres-educatius-dificultat-especia-2/
Desai, D. (2000). Imaging Difference: The Politics of Representation in Multicul- tural Art Education. Studies in Art Education, 41(2), 114–129. https://doi.org/10.2307/1320658
Dewey, J. (1934/1980). Art and experience. Putnam’s Sons.
Grant, C. && Sleeter, C. (2008). Turning on learning: five approaches to multicultural teaching plans for race, class, gender and disability. Prentice-Hall.
Hajisoteriou, C. & y Angelides, P. (2017). Collaborative art-making for reducing marginalisation and promoting intercultural education and inclusion. Inter- national Journal of Inclusive Education, 21(4), 361–375. https://doi.org/10.1080/13603116.2016.1197321
Hart, L. M. (1991). Aesthetic Pluralism and Multicultural art Education. Studies in Art Education, 32(3),145–159. https://doi.org/10.2307/1320685
Haynes, B. (2020). Can creativity be taught? Educational Philosophy and Theory, 52(1), 34–44. https://doi.org/10.1080/00131857.2019.1594194
Henderson, M. C. & Lasley, E. (2014). Creating inclusive classrooms through the arts. Dimensions of Early Childhood, 42(3), 11–17. https://eric.ed.gov/?id=EJ1045923
Hipp, J., & Sulentic, M. M. (2019). Challenges and supports to elementary teacher education: case study of preservice teachers’ perspectives on arts integration. Journal for Learning through the Arts, 15(1). https://doi.org/10.21977/D915144538
Hwang, S.Y. (2017). Rethinking creativity: present in expression in creative learning communities. Educational Philosophy and Theory, 49(3), 220–230. https://doi.org/10.1080/00131857.2016.1225559
Jiménez-Vargas, F. & Montecinos-Sanhueza, C. (2019). Polifonía en educación multicultural: enfoques académicos sobre diversidad y escuela. Magis. Revista Internacional de Investigación en Educación, 12(24), 105–128. https://doi.org/10.11144/Javeriana.m12-24.peme
La Porte, A. M. (2016). Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders. International Electronic Journal of Elementary Education, 8(3), 467–480. https://www.iejee.com/index.php/IEJEE/article/view/126
Lalueza, J. L. (2012). Modelos psicológicos para la explicación de la diversidad cultural. Cultura y Educación, 24(2), 149–162. https://doi.org/10.1174/113564012804932119
Leila Alaoui (s/f). “Artist”. GALLERIACONTINUA. Consultado el 3 de febrero de 2021. https://www.galleriacontinua.com/artists/leila-alaoui-3
Llopart, M., Serra, J. M. & Esteban-Guitart, J. M. (2018). Teachers perceptions of the benefits, limitations, and areas for improvement of the funds of knowledge approach. A qualitative study, Teachers and Teaching, 24(5), 571–583. https://doi.org/10.1080/13540602.2018.1452729
Martiniello, M. (2015). Immigrants, ethnicized minorities and the arts: a relatively neglected research area. Ethnic and Racial Studies, 38(8), 1229–1235. http://dx.doi.org/10.1080/01419870.2015.998694
Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey Bass.
Millman, J. (2010) Writing and Dialogue for Cultural Understanding: Multicultural Art Education in an Art Teacher Certification Program. Art Education, 63(3), 20–24. https://doi.org/10.1080/00043125.2010.11519066
Morón, M. & Álvarez, I. M. (2019, 16 de mayo). Educar a través de las artes. Proyectos interdisciplinares e inclusivos en una escuela multicultural. [video]. https://www.youtube.com/watch?v=mqqAMIBApp8
Pérez-Van-Leenden, M. (2019). La investigación acción en la práctica docente. Un análisis bibliométrico (2003-2017). Magis, Revista Internacional de Investigación en Educación, 12(24), 177–192. https://doi.org/10.11144/Javeriana.m12-24.ncev
Rousseau, C. & Heusch, N. (2000). The Trip: A Creative Expression Project for Refugee and Immigrant Children. Art Therapy: Journal of the American Art Therapy Association, 17(1), 31–40. https://doi.org/10.1080/07421656.2000.10129434
Sommer, D. (2014). The work of art in the work. Civic Agency and Public Humanities. Duke University Press.
Unesco. (2020). Inclusión y Educación: todos, sin excepción. Resumen del Informe de Seguimiento de la Educación en el mundo, 2020. UNESCO.
Vertovec, S. (2009). Conceiving and researching diversity. [Working paper, Max Planck Institute for the Study of Religious and Ethnic Diversity]. https://www.mmg.mpg.de/57653/WP_09-01_Vertovec_Diversity.pdf
Vicars, M.,& Senior, K. (2013). Making a visible difference: overcoming barriers Using Arts-based Learning. Educational Action Research, 21(1), 59–71. https://doi.org/10.1080/09650792.2013.763410
Cómo citar
Álvarez-Valdivia, I. M., & Morón-Velasco, M. (2022). Educar por medio del arte en una escuela multicultural. Magis, Revista Internacional De Investigación En Educación, 15, 1–23. https://doi.org/10.11144/Javeriana.m15.eaem
Sección
Dossier Migración, fenómeno social mundial con implicaciones educativas situadas
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