Abstract

SILVA, Antonio; RAQUIMAN, Patricia  and  ZAMORANO, Miguel. Inert Experience in the Visual Arts: Critical Review of the Chilean Curriculum. Pensam. palabra obra [online]. 2020, n.24, pp.6-25.  Epub May 16, 2021. ISSN 2011-804X.  https://doi.org/10.17227/ppo.num24-12140.

This research article discusses the challenges posed by the Chilean Visual Arts curriculum, while it resigns to the teacher's role as a curriculum maker. Thus, the prescribed curriculum is dismantled and confronted with the curricular theory. For this review, the disciplinary contents and didactic orientations of a learning unit focus on engraving are analysed, identifying the absence of networks of concepts articulated with interpretive frameworks. In addition, Dewey's (1973) principles of "continuity" and "interaction" are retrieved, through which the inert relationship between one's own world and their cultural environment is verified. To tackle this conception, which according to the authors' judgment weakens the area, is proposed an orientation guided by a critical didactics that allows expanding the individual experience towards social and cultural interactions that recognize the co-determination of students in their educational processes. Consequently, a decolonial approach is proposed, based on recent theories and discussions, to deploy a critical and well-founded didactics that allows a curricular appropriation in order to mediate and activate the creative and transforming potential of visual arts education.

Keywords : Visual Arts curriculum; educational reform; curricular theory; critical-constructive didactic; critical theory; decoloniality thought.

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