El cuerpo como dispositivo didáctico en la formación inicial docente en artes visuales para enseñanza secundaria

Abstract

Resumen. El presente artículo corresponde a una experiencia pedagógica implementada al interior de un programa de formación de profesores/as en artes visuales, cuyo futuro contexto de desempeño laboral son los niveles de enseñanza secundaria en el contexto escolar chileno. Su objetivo principal es reflexionar teóricamente en torno al cuerpo y sus posibilidades pedagógicas, a partir de la implementación de estrategias de enseñanza y aprendizaje de las artes visuales que involucran la practica corporal como dispositivo didáctico. Bajo una metodología de Proyectos de Aprendizaje Expresivos define tres talleres teóricos/prácticos en torno al cuerpo al interior de un programa formación de profesores/as en artes visuales en Chile. Tras la implementación de cada taller, describe la reflexión de la práctica corporal con el ámbito teórico de la política del cuerpo, la corporeización de la identidad profesional y la cognición corporeizada. A modo de conclusión, permite reflexionar en torno al tránsito de una enseñanza disciplinar de las artes visuales hacia su integración interdisciplinar, entrelazando el ámbito de las humanidades con la cognición humana corporeizada. Finalmente sugiere tres talleres interdisciplinares que entrelazan literatura, teatro y cine, a partir del lenguaje y expresión corporal para programas de formación inicial de profesores/as en artes visuales. 
 Palabras clave: cuerpo; artes visuales; teoría del arte; formación de docentes. 
 Abstract: This article is based on a pedagogical experience implemented within a visual arts teacher training program, whose future work context will be the secondary education levels in the Chilean school context. Its main objective is to theoretically reflect about the body and its pedagogical possibilities. Since the implementation of a program of visual art teaching and learning that includes the body as a didactic dispositive. Under a methodology of a Learning-Expressive Project were defined three theoretical practical workshops about the body within a visual art teachers training program in Chile. After every workshop it was described the reflection of corporal practice with the theoretical scope of the body politics, the embodiment of professional identity and embodied cognition. As a conclusion, it allows us to reflect on the transition from a disciplinary teaching of the visual arts towards its interdisciplinary integration, intertwining the field of the humanities with embodied human cognition. Finally, three interdisciplinary workshops are suggested that intertwine literature, theater and cinema, based on body language and expression for visual arts teachers initial training programs. 
 Keywords: body; visual arts; art theory; teachers training

The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages

“…One of them is the "corporal diary" [31], which is used to explore the relationship between their corporal dimension and its implication in teaching. Another tool could be a combination of artistic and expressive processes used as recordings of "corporal stories" [32]. These usually reflect upon the body as the means to live experiences embedded in the training curriculum of soon-to-be art teachers.…”

Body-Camera: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages

“…One of them is the "corporal diary" [27] to explore the relationship between their corporal dimension and its implication in teaching. Another of them could be a combination of artistic and expressive processes used as recordings of "corporal stories" [28]. This usually tends to reflect upon the body as the means to live experiences embedded in the training curriculum of future art teachers.…”