La experiencia entre espacios cuerpos y sentires

Abstract

Surge de la reflexión sobre la práctica artística pedagógica, que parte del estudio autoetnográfico, en el cual, la sujeto adquiere relevancia para hacer visibles los asuntos que durante su infancia, adolescencia, juventud y adultez, dejaron huellas y la fueron determinando en su Ser y Hacer.

Estos asuntos son resultado de molestias, impulsos, carencias, deseos, relaciones afectivas, imágenes que le van mostrando la manera en que ha sido moldeado su pensamiento, su voz, su cuerpo y por los que se da cuenta, que en gran medida estuvo determinada por estructuras impuestas y autoimpuestas, que le brindaban falsa seguridad, silenciando su senti-pensar y negando su Ser.

Escudriñando especialmente en las incomodidades, molestias y afectaciones vivenciadas, toma distancia, para relacionarlas con su práctica y de ahí, verla con ojos de maestra, descubriendo el verdadero sentido artístico - pedagógico y resignificando su Ser - Hacer- Estar, el de las niñas/xs y el de las docentes.

De ahí, el pensar la Educación Artística como una práctica liberadora en la que la sujeto expresa su sentir, sin temor a ser rechazada, invalidada o juzgada, y por otro lado como ese espacio del que resultará algo que puede ser un sonido, un dibujo, un movimiento o una hoja en blanco (Texto tomado de la fuente).

This study arises from the reflection on the pedagogical artistic practice, which starts from an auto ethnographic study, in which the subject of study itself is relevant, as it helps to make visible the personal issues that during her childhood, adolescence, youth and adulthood, left impressions and were defining her own being and doing.

These issues born from her experiences are the result of annoyances, impulses, shortcomings, desires, affective relationships, images showing her the way in which her mind, her voice, and how her body have been shaped. Through this action she understands, to what extent she was being defined by imposed and self-imposed structures, which gave her a sense of false security, silencing her feeling-thinking and denying her essential being. By scrutinizing especially the discomforts, inconveniences and affectations experienced in her life, she is able to move away from these aspects and relate them to her practice and from there, seeing them with the eyes of a teacher, she discovers the "true" artistic - pedagogical sense while resignifies her Being- Doing, as well as that of the girls and boys and that of the teachers as well. Hence, this work invites to think of Artistic Education as a liberating practice in which the subject of study expresses her feelings, without a fearing of being rejected, invalidated or judged, and on the other hand, invites to consider a unique space from where something can be born, a sound, a drawing, a movement or a blank sheet.