Publication: Educación y performance: una experiencia contra las violencias machistas
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2020-09-01
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Universitat Jaume I
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Abstract
El siguiente artículo, narra una experiencia educativa llevada a cabo con estudiantes de primero y segundo de bachillerato de un instituto madrileño. A través de una instalación y una muestra escénica, se pretende mostrar el ciclo de la violencia de género, sensibilizar al alumnado sobre el problema y empoderar a la sociedad como agentes activos contra la misma. Dicha experiencia, se apoya en pedagogías y metodologías feministas y del arte de acción, en las que las emociones y el lenguaje del cuerpo cobran un importante papel pedagógico. Los resultados obtenidos nos indican, que el proceso cognitivo se ha visto reforzado y acelerado. Las sensaciones, emociones y experiencias vividas durante la muestra por las personas participantes, han favorecido la comprensión, asimilación y sensibilización hacia los contenidos tratados. Se comprueba por tanto, la eficacia del método empleado y se constata la conveniencia de favorecer una educación que no solo atienda al aspecto racional del alumnado, sino también al emocional y al corporal.
The purpose of this article is to describe an educational experience with students of first and second year of Compulsory Secondary Education in a secondary school in Madrid. Through installation and performance art, this experience aims at presenting the cycle of gender-based violence, raising awareness among students about this social issue and empowering society as active agent against it. The project builds on feminist pedagogies and methodologies in which emotions and body language take an important pedagogical role. The results achieved indicate that the cognitive learning process has been enhanced and accelerated. The feelings, emotions and experiences that the participants lived during the performance have increased understanding and assimilation, as well as raised awareness, of the course contents. The effectiveness of the implemented method is demonstrated and confirms the need to encourage not only a rational but also an emotional approach to education.
The purpose of this article is to describe an educational experience with students of first and second year of Compulsory Secondary Education in a secondary school in Madrid. Through installation and performance art, this experience aims at presenting the cycle of gender-based violence, raising awareness among students about this social issue and empowering society as active agent against it. The project builds on feminist pedagogies and methodologies in which emotions and body language take an important pedagogical role. The results achieved indicate that the cognitive learning process has been enhanced and accelerated. The feelings, emotions and experiences that the participants lived during the performance have increased understanding and assimilation, as well as raised awareness, of the course contents. The effectiveness of the implemented method is demonstrated and confirms the need to encourage not only a rational but also an emotional approach to education.
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Alicia Rius-Buitrago https://orcid.org/0000-0002-9024-1179
Jorge Fernández Cedena https://orcid.org/0000-0002-5741-6758
09 01 2020 128 143
https://creativecommons.org/licenses/by-nc/4.0 10.6035/Artseduca.2020.27.10
http://www.e-revistes.uji.es/index.php/artseduca/article/view/4176 http://www.e-revistes.uji.es/index.php/artseduca/article/download/4176/6078
http://www.e-revistes.uji.es/index.php/artseduca/article/download/4176/6078