Resumen

CORTES-PICAZO, Luis; RIOSECO-CASTILLO, Macarena  y  GRINSPUN-SIGUELNITZKY, Noemi. School Spaces and Visual Arts Teaching from an Enactive Cognition Approach. Pensam. palabra obra [online]. 2021, n.25, pp.140-159.  Epub 19-Feb-2022. ISSN 2011-804X.  https://doi.org/10.17227/ppo.num25-1206.

This study derives from larger research carried out between 2018 and 2019, whose central focus was the body and emotions during visual artistic creation in school contexts. This paper addresses a part of its unit of analysis to identify the embodiment of school spaces involved in teaching and learning of visual arts. Theoretically, it posits from an enactive approach of embodied cognition where the body and space are a crucial part of artistic learning. Methodologically, it corresponds to a qualitative study that analyzed in-depth interviews of 21 education professionals who worked as visual arts teachers in different schools from Santiago Chile. It concludes that the spaces for the teaching of visual arts in schools activated or inhibited the embodiment of artistic learning of students, as a result of cultural, aesthetic, and functional factors. It proposes to activate the resignification and embodied appropriation of school spaces destined for artistic learning, modifying or inhabiting alternative spaces beyond their physical and symbolic borders.

Palabras clave : school; physical expression; artistic creation; teaching personnel.

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