The potentialities of the arts in feminist pedagogical projects with childhood. An alterotopy in the school space
This article presents part of the results obtained in my PhD research in Pedagogy carried out at the UNAM. The objective of this research was to investigate the potential of the arts in feminist projects with children, to delve into their theoretical and methodological pedagogical foundations, as well as locate its complexities and limits. For this, a pedagogical intervention project was carried out with 24 fourth-grade boys and girls from Virgilio Uribe Elementary School located in the town of San Juanico Nextipac, in Iztapalapa, CDMX, one of the delegations with the highest rates of gender violence. An alterotopy at school, in which the heart was constituted by two laboratories of artistic experimentation, one from dramatization and the other from creative reading and writing. Both spaces were thought from the methodological coordinates of Research Based on the Arts (IBA) (Barone y Einser, 2006), feminist pedagogies (Maceira, 2007) and the new perspectives of childhood (Gaitán, 1990; Qvortrup, 1992; Medina, 2016). These laboratories constituted significant pedagogical scenarios for gender unlearning (Camnitzer, 2017; Deleuze y Guattari, 2009). On the one hand, they allowed children to express themselves in a real listening environment ―according to their own words― on the other, these laboratories allowed them to "inhabit difference" and from there experience another way of bonding outside of the expectations of the stereotypes of gender and finally they constituted spaces to imagine other possible scenarios, other endings to the situations of violence and inequality that the characters in the stories presented to them and that were a pretext to reflect their own stories.
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| Format: | Digital revista |
| Language: | spa |
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Universidad de Guadalajara
2022
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| Online Access: | http://revistalaventana.cucsh.udg.mx/index.php/LV/article/view/7493 |
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