¿Qué quieren las imágenes? Una crítica a la cultura visual

Gea, Esther González

doi:10.7203/laocoonte.0.4.11107

Laocoonte

2017

DOI: 10.7203/laocoonte.0.4.11107

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¿Qué quieren las imágenes? Una crítica a la cultura visual

Esther González Gea¹

Abstract: El problema de la autonomía del teatro, Adrián Pradier Sebastián ¿Qué hubiera sido de Edipo sin Aristóteles y sin Freud? Sebastián Gámez Millán Como actores en el gran teatro del mundo, Roger Ferrer Ventosa Mahagonny: surrealismo y dialéctica de la anarquía. Apuntes desde T.

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Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

Alonso-Sanz

Rueda

Jardón

2021

SAJE

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The research reported on here elaborated on the effects that images displayed on the walls have in schools as a variable in evaluating the educational quality. Mixed methods were used to analyse the images displayed on the walls of 27 classrooms to determine their provenance and authorship. The results show quantitative, qualitative and aesthetical values of the school visual culture, thanks to the numerous photographic series (resembling in graphs) which are a testimony of each classroom. After the typologies of the displayed images at the schools had been documented, it was demonstrated that images mostly come from the school products industry and from faculty members.i The kind of analysis and the conclusions that were obtained could be considered in other contexts of schools with cultural diversity. Four alternatives are proposed in order to improve schools’ visual culture diversity: 1) consensus between the entire educative community – both adults and children selecting which images should adorn the classroom walls; 2) an increasing of external images, but generated by students and teachers about their personal experiences to increase the sense of belonging in the classroom; 3) a greater presence of internal images created by specialised agents, that enrich the learning processes, diversity, iconography and style of the images; 4) the emphasis of elementary teachers’ visual education to integrate images pedagogically.

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Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

Alonso-Sanz

Rueda

Jardón

2021

SAJE

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De la iconoclasia y el vandalismo a la memoria colectiva: educación artística y patrimonial para una historia intercultural

Murillo-Ligorred,

CAEIRO RODRÍGUEZ,

Revilla Carrasco

2023

ENSAYOS

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El origen del presente artículo se sitúa en los ataques contra el patrimonio histórico y artístico del año 2020, tras la muerte de George Floyd en los Estados Unidos de América. Se mezclan aquí fenómenos como la iconoclasia, el vandalismo, la justicia social y la memoria histórica ejercidos desde la aplicación de una reevaluación de la historia y el patrimonio presentes en el espacio público que se traslada a las redes sociales. Aplicando la metodología del estado de la cuestión, analizamos los fenómenos referenciados previamente, abordando cuestiones como la agencia material que mueve a actuar violentamente sobre estos símbolos y emblemas. Se propone una educación artística y patrimonial para futuros docentes, desde un enfoque intercultural como contexto de sensibilización individual y colectiva para la comprensión de una memoria histórica conjunta. Un significado del uso didáctico de las imágenes que también debe servir para analizar fenómenos sociales y culturales, formando en el respeto al pasado y la historia, en este caso, en términos artísticos, patrimoniales e interculturales.

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¿Qué quieren las imágenes? Una crítica a la cultura visual

Abstract: El problema de la autonomía del teatro, Adrián Pradier Sebastián ¿Qué hubiera sido de Edipo sin Aristóteles y sin Freud? Sebastián Gámez Millán Como actores en el gran teatro del mundo, Roger Ferrer Ventosa Mahagonny: surrealismo y dialéctica de la anarquía. Apuntes desde T.

Cited by 2 publications

References 0 publications

Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

Who designs the classroom’s images? Study of visual culture diversity at three Valencian schools

De la iconoclasia y el vandalismo a la memoria colectiva: educación artística y patrimonial para una historia intercultural

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