El arte como eje vertebrador de proyectos en educación infantil y primariaestudio de caso de colaboración escuela-universidad

  1. Irene López Secanell
  2. Francesc Rodrigo i Segura
Zeitschrift:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Datum der Publikation: 2023

Ausgabe: 34

Nummer: 2

Seiten: 389-400

Art: Artikel

DOI: 10.5209/RCED.79328 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista complutense de educación

Ziele für nachhaltige Entwicklung

Zusammenfassung

The results and conclusions derived from a case study that investigates the introduction of Project-Based Learning (henceforth ABP) in an educational center are presented, through projects focused on art as the backbone of didactic proposals that address the curriculum contents in an integrated way so as to achieve meaningful learnings. Research-collaborative action based on the construction of shared knowledge, through researchers and teaching staff working together to design Work Projects in all Infant and Primary education courses. The starting hypothesis is to test the benefits that the development of these PTs generates in the learning community. Two instruments are used for this: a quantitative one (survey of participating teachers) and a qualitative one (qualitative analysis of the teachers’ Learning Diaries). The benefits provided by the PTs are described and some difficulties have been identified, to which it is tried to respond. At the end of the research, it is revealed that ABP through art-based PTs turns out to be an enriching educational methodology that generates meaningful learnings and contributes to improve educational quality. Moreover, it advocates expanding research by analyzing similar experiences in other contexts, and encourages the promotion of teachers’ research possibilities and the collaboration mechanisms between university and school.

Bibliographische Referenzen

  • Acaso, M. (2017) Art Thinking: Cómo el arte puede transformar la educación. Paidós Educación.
  • Azorín, C. (2021). Networking in Spanish Schools: Lights and Shadows, Revista Complutense de Educación, 32(4), 537-546. https://doi.org/10.5209/rced.70768
  • Beneke, S. (2000) Implementing the project approach in part-time early childhood education programs, Early Childhood Research & Practice, 2(1), s-n.
  • Burnaford, G., Brown, S., Doherty, J., y McLaughlin, H. J. (2007). Arts integration frameworks, research and practice. Arts Education Partnership.
  • Camnitzer, L. (2014). Un saber realmente útil: pensar en torno al arte y a través de él. Museo Nacional Centro de Arte Reina Sofía.
  • Domínguez, G. (2004). Proyectos de Trabajo: Una escuela diferente. Madrid: La Muralla.
  • Dunbar, K. N. (2008). Arts Education, the Brain, and Language. En C. Asbury, & B. Rich (Eds), Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition (pp.81-92). The Dana Fundation.
  • Guba, E. C y Lincoln, Y. S. (2000): Paradigmas en competencia en la investigación cualitativa. En C.A. Denman y J.A. Haro (eds), Por los rincones, Antología de métodos cualitativos en la investigación social (pp. 113-145). El Colegio de Sonora.
  • Hagger, H. y Hazel, H. (2006). Learning Teaching from Teachers: Realising the Potential of School-Based Teacher Education. Open University Press.
  • Hardiman, M. (2016). Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy, Creative Education,7,1913-1928. http://dx.doi.org/10.4236/ce.2016.714194
  • Hetland, L., Winner, E., Veenema, S., y Sheridan, K. (2007). Studio thinking: The real benefits of arts education. Teachers College Press.
  • Jones, D. E., Greenberg, M., y Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290. doi:10.2105/AJPH.2015.302630
  • Jové, G., Vicens, L., Cano, S., Serra, O. y Rodriguez, J. (2006). Desig d’alteritat. Programa Àlber: Una eina per atendre a la diversitat a l’aula. Pagès.
  • López. I. (2021). Aprendiendo educación física en torno al arte contemporáneo. INDE.
  • Mérida, R., González, R. y Olivares, A. (2012). Los proyectos de trabajo como estrategia de investigación-acción en la formación docente. Studi sulla formazione, 15(1), 207-219.
  • Okuda, M. y Gómez, C. (2005). Métodos de investigación cualitativa: Triangulación. Revista colombiana de psiquiatría, 34(1), 118-124.
  • Pozuelos, F. J. (2007). Trabajo por proyectos: Descripción, investigación y experiencias. Ediciones MCEP. Cooperación Educativa.
  • Rodríguez, J., González, E., Mérida, R. y Olivares, M. Á. (2019). Aulas infantiles que trabajan por Proyectos. La interacción social entre iguales como herramienta de aprendizaje. Revista Complutense de Educación, 30(1),185-203. https://doi.org/10.5209/RCED.56076
  • Sanz-Cervera, P., Soto-Gónzalez, M.D. y García-Rubio, J. (2021). Nuevos caminos para la formación y el aprendizaje. Graó.
  • Wandell, B., Dougherty, R., Ben-Shachar., M., Deutsch, G., y Tsang, J. (2008). Training in the Arts, Reading, and Brain Imaging. In C. Asbury & B. Rich (Eds.), Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition (pp. 51-59). The Dana Foundation.
Fuente de los datos: Dialnet