Hacia la construcción de una pedagogía del ocio artístico. Pilares fundamentales
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Date
2021-12-06
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Corporación Universitaria Minuto de Dios
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Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
Esta investigación nace de la necesidad generada a partir de las medidas de contingencia globales provocadas por el COVID 19 y su impacto en las interacciones sociales y relaciones interpersonales. A partir de ello, se plantea la creación de ambientes de aprendizaje presenciales basados en la pedagogía del ocio artístico, como un lugar de reencuentro y retorno a una nueva normalidad y nuevas formas de interacción social alrededor de las prácticas artísticas.
Como objetivo buscamos definir los pilares de la pedagogía del ocio artístico. Se asume entonces la búsqueda desde el enfoque teórico, y a partir del análisis, la síntesis, la inducción y la deducción, se encontraron las conexiones y características comunes entre las categorías ocio, pedagogía del ocio, y ocio artístico; se definen entonces los siguientes pilares fundamentales de la pedagogía del ocio artístico: Tiempo no cotidiano, Cooperación Espontánea y Voluntaria, Intención creativa, Interacción Social y Diálogo de Saberes. Podemos concluir que el tiempo libre está subordinado al tiempo de trabajo, donde el trabajo es el de mayor predominancia, sin embargo; así como el trabajo debe pensarse en relación con lo económico, también el ocio artístico debe pensarse en la fuente de recuperación física, emocional y de autoestima
This research was born from the need generated from the global contingency measures caused by COVID 19 and its impact on social interactions and interpersonal relationships. Based on this, the creation of face-to-face learning environments based on the pedagogy of artistic leisure is proposed, as a place of reunion and return to a new normal and new forms of social interaction around artistic practices. As Objective we seek to define the pillars of the pedagogy of artistic leisure. The search is then assumed from the theoretical approach, and from the analysis, synthesis, induction and deduction, the connections and common characteristics between the categories leisure, leisure pedagogy, and artistic leisure were found; The following fundamental pillars of artistic leisure pedagogy are defined then: Non-daily time, Spontaneous and Voluntary Cooperation, Creative Intent, Social Interaction and Dialogue of Knowledge. We can conclude that free time is subordinate to work time, where work is the most prevalent, however; Just as work must be thought of in relation to the economic, artistic leisure must also be thought of as the source of physical, emotional recovery and selfesteem
This research was born from the need generated from the global contingency measures caused by COVID 19 and its impact on social interactions and interpersonal relationships. Based on this, the creation of face-to-face learning environments based on the pedagogy of artistic leisure is proposed, as a place of reunion and return to a new normal and new forms of social interaction around artistic practices. As Objective we seek to define the pillars of the pedagogy of artistic leisure. The search is then assumed from the theoretical approach, and from the analysis, synthesis, induction and deduction, the connections and common characteristics between the categories leisure, leisure pedagogy, and artistic leisure were found; The following fundamental pillars of artistic leisure pedagogy are defined then: Non-daily time, Spontaneous and Voluntary Cooperation, Creative Intent, Social Interaction and Dialogue of Knowledge. We can conclude that free time is subordinate to work time, where work is the most prevalent, however; Just as work must be thought of in relation to the economic, artistic leisure must also be thought of as the source of physical, emotional recovery and selfesteem
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Keywords
Transformación social, Practica Educativa, Observatorio Pedagógico, Competencias Digitales, Innovación Educativa, Leisure, Art, Leisure pedagogies, Post pandemic, Social reunion, Artistic leisure