Publication: Arte comunitario como herramienta de inclusión: experiencias en el Taller de Expresión Artística del Centro Penitenciario Madrid IV de Navalcarnero
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2017-10-31
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Universitat de València: Institut de Creativitat i Innovacions Educatives
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Abstract
La Educación Artística, como herramienta para la integración social, puede funcionar como canal mediador en diferentes contextos para fomentar el pensamiento crítico y localizar lugares de encuentro e intercambio de perspectivas. En España se han desarrollado varios proyectos en los que esta disciplina se ha incluido en los programas educativos de prisiones para contribuir a la reinserción y el enriquecimiento cultural de los internos. En el presente artículo se expone la experiencia del taller de arte en el Centro Penitenciario Madrid IV, prisión ubicada en Navalcarnero, dentro de la Comunidad de Madrid. Esta iniciativa es coordinada por la asociación Solidarios para el Desarrollo, que trabaja dentro de la acción social y comunitaria con el objetivo de crear espacios que propicien el acercamiento socio-cultural. Se abordan en primer lugar los antecedentes existentes, para después profundizar en la actividad desde la primera toma de contacto en la intervención didáctica hasta la materialización y valoración de la actividad, dividendo la experiencia en dos bloques que explican tanto la acción desde la parte social como desde la parte artística. Los resultados que derivarán en conclusiones se obtienen a partir de las fichas de seguimiento de objetivos, así como de la extracción de categorías recogidas en la sesión de evaluación. Así, esta experiencia puede convertirse en un referente para las prácticas artísticas en contextos de privación de libertad como herramienta de mediación y reflexión comunitaria. Palabras clave: arte comunitario, centro penitenciario, educación artística, mediación, inclusión social, taller.
Art Education, as a tool for social integration, is able to work as a mediator in different contexts to enhance critical thinking, find out meeting points, and exchange perspectives. Spain has developed several projects in which this discipline has been included in education programs in prison centres in order to contribute to the reintegration and cultural enrichment of inmates. This text describes the experience in the art workshop at the Prison Centre Madrid IV, located at Navalcarnero, Madrid.This iniciative has been coordinated by the organization‘Solidarios para el Desarrollo’, which works within the social and community action with the aim of creating spaces that promote rapprochement between different cultures and social situations. This article analyses the existing background, and it then deepens in the experience from the first contact until the accomplishment and evaluation of the activity. It is divided in two main parts that explain the social action and the artistic intervention. The results, which will end up in conclusions, have been obtained through the tracking cards of the targets, and the categories gathered in the assessment session. In this way, this experience can become a referent in the task of bringing artistic practices to deprivation of liberty contexts, using it as a tool for mediation and community reflection
Art Education, as a tool for social integration, is able to work as a mediator in different contexts to enhance critical thinking, find out meeting points, and exchange perspectives. Spain has developed several projects in which this discipline has been included in education programs in prison centres in order to contribute to the reintegration and cultural enrichment of inmates. This text describes the experience in the art workshop at the Prison Centre Madrid IV, located at Navalcarnero, Madrid.This iniciative has been coordinated by the organization‘Solidarios para el Desarrollo’, which works within the social and community action with the aim of creating spaces that promote rapprochement between different cultures and social situations. This article analyses the existing background, and it then deepens in the experience from the first contact until the accomplishment and evaluation of the activity. It is divided in two main parts that explain the social action and the artistic intervention. The results, which will end up in conclusions, have been obtained through the tracking cards of the targets, and the categories gathered in the assessment session. In this way, this experience can become a referent in the task of bringing artistic practices to deprivation of liberty contexts, using it as a tool for mediation and community reflection
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http://dx.doi.org/10.7203/eari.8.9914
10 31 2017 10.7203/eari.8.9914 https://ojs.uv.es/index.php/eari/article/view/9914 https://ojs.uv.es/index.php/eari/article/viewFile/9914/10171 https://ojs.uv.es/index.php/eari/article/viewFile/9914/10171