Las relacionalidades estéticas de las configuraciones espaciales en el contexto de educación infantil:Ejercicios con cuerdas, trapos y cuerpos

  1. Olaia Miranda
  2. Alaitz Sasiain-Camarero
Aldizkaria:
Arte, individuo y sociedad

ISSN: 1131-5598

Argitalpen urtea: 2021

Alea: 33

Zenbakia: 2

Orrialdeak: 397-411

Mota: Artikulua

DOI: 10.5209/ARIS.68405 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Arte, individuo y sociedad

Garapen Iraunkorreko Helburuak

Laburpena

The materialistic turn translated into the pedagogical theories helps us to understand learning and knowledge in a direct material relationship with the world. In the context of children’s education, we consider spatiality and materiality to be fundamental elements in the learning process of children, and from this consideration we will try to analyse the potential of spatial configurations as ethical and aesthetic relationalities for the creation of meaning and identity, belonging and autonomy. On the other hand, spatial configurations as an artistic practice carried out together with students in the Childhood Education Degree, help us to think critically about the type of spaces, times and forms of activity that we build, and the forms of relationship and experience that these produce or could produce. In conclusion, through these aesthetic configurations we will try to think about the possibility of being in relation to everything that surrounds and constitutes us.

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