La Investigación Artística como espacio disruptivo de lo artístico y lo pedagógico
[EN] In my dissertation Irrumpir lo artístico, perturbar lo pedagógico: La Investigación Artística como espacio social de producción de conocimiento (2015) I make use of research tools such as audiovisual media to record a drawing encounter where the artist (Núria Güell), the curator (Oriol Fontdevi...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/88743 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/88743 |
| Access Level: | acceso abierto |
| Palabra clave: | Arte Producción artística Estética Teoría del Arte Gestión cultural Educación artística Investigación artística |
| Sumario: | [EN] In my dissertation Irrumpir lo artístico, perturbar lo pedagógico: La Investigación Artística como espacio social de producción de conocimiento (2015) I make use of research tools such as audiovisual media to record a drawing encounter where the artist (Núria Güell), the curator (Oriol Fontdevila) and the researcher (me) reflected together about the ways of knowing around an art project production. During the edition of the video: En colaboración y conflicto. El trazo de nueve modos de conocer, I unveiled nine ways through which the project produced knowledge. And, based on these ways of knowing I ask myself: What social space was built through these relations of knowledge production? How can these ways of knowing inform about the new possibilities Artistic Research opens? How are the artistic and the pedagogical modified when are being analyzed as spatial, social and political relationships that constitute being and knowing spaces? Two main representations, the text of my dissertation and the videos that take part of it, question the epistemological machinery that signifies and values the meanings of the project La) Síndrome) de) Sherwood. I built these representations using reflexivity to entangle pieces of different forms and through a disruptive position that altered my relation towards Artistic Research, the pedagogical and the artistic. |
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