Las líneas de vida como estrategia artística que posibilita la investigación sobre las trayectorias de aprendizaje de los estudiantes universitarios

  1. Fernando Hernández-Hernández 1
  2. Estibaliz Aberasturi-Apraiz 2
  3. Sara Carrasco-Segovia 3
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad del Páis Vasco, EHU/UPV
  3. 3 Departamento de Artes Visuales y Diseño Santiago (Chile)
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Revista:
Arte, individuo y sociedad

ISSN: 1131-5598

Año de publicación: 2024

Volumen: 36

Número: 4

Páginas: 813-826

Tipo: Artículo

DOI: 10.5209/ARIS.94226 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Arte, individuo y sociedad

Resumen

This article, part of a research project on the learning trajectories of university students, is organised into five parts. In the first part, we introduce the origin and rationale of the research. The second part presents the contributions of lifelines as an artistic strategy in social research. The third part describes how lifelines are used in research on learning trajectories. The fourth shows how lifelines have been analysed in the framework of trajectories and what they allow us to think about how students learn. Finally, some contributions are made, both to the study’s problem and the role of artistic methods in social and educational research. This article attempts to answer the question: What contributions do lifelines offer, as artistic strategies, ¿to dialogue with the learning experiences of university students? From the analysis, it emerges that lifelines offer an ‘agential’ dimension in research that allows us to reveal experiences of subjectivation and self-awareness. In addition, it is possible to locate events, experiences or scenes that show learning as a life trajectory.

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Fuente de los datos: Dialnet