{"id":2986,"date":"2025-02-05T16:49:49","date_gmt":"2025-02-05T15:49:49","guid":{"rendered":"https:\/\/diarieducacio.cat\/artseducacio\/?p=2986"},"modified":"2025-02-05T16:53:06","modified_gmt":"2025-02-05T15:53:06","slug":"la-promocio-de-les-arts-el-pensament-i-la-resiliencia-a-leso","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/artseducacio\/2025\/02\/05\/la-promocio-de-les-arts-el-pensament-i-la-resiliencia-a-leso\/","title":{"rendered":"La promoci\u00f3 de les arts, el pensament i la resili\u00e8ncia a l\u2019ESO"},"content":{"rendered":"\n

Quan es posa l\u2019art a l\u2019abast dels joves (en determinades condicions de creaci\u00f3 del coneixement) fa emergir veu, imaginari i pensament. Aix\u00ed, les pr\u00e0ctiques que es generen, configuren moments singulars de descoberta en la producci\u00f3 art\u00edstica personal, empatia i obertura envers els altres.<\/p>\n\n\n\n

\"\"
Exercici 1. Autorepresentaci\u00f3<\/figcaption><\/figure>\n\n\n\n

Les imatges que es presenten en aquest article, que m\u2019ha costat triar entre una vuitantena,\u00a0 pertanyen a processos de 2n de l\u2019ESO durant el 1r trimestre de l\u2019Institut Dr. Puigvert (2024-2025), estan impregnades de singularitat, d\u2019hist\u00f2ries,\u00a0d\u2019oportunitats per a l\u2019autoconeixement i per al di\u00e0leg entre les persones.<\/p>\n\n\n\n

En aquest cas, es va treballar concretament sabers[1]<\/a> sobre l\u00ednia, figura-fons, teoria del color, l\u2019\u00fas coherent de formes simb\u00f2liques per expressar idees complexes; tot, arran de l\u2019autoconeixement i el coneixement dels altres d\u2019una manera emp\u00e0tica. Tot all\u00f2, va ser fruit de dues premisses senzilles. El primer exercici girava al voltant de l\u2019autorepresentaci\u00f3, podien canviar de lloc les parts del seu del rostre, segons ells consideressin. L\u2019exercici obligava inevitablement a pensar en l\u2019assignaci\u00f3 del lloc i en la import\u00e0ncia que li donaven a cada part; va fer emergir l\u2019autorelat i despr\u00e9s l\u2019autoconsci\u00e8ncia. El segon exercici, en una primera fase havien de fer una observaci\u00f3 aguda i despr\u00e9s el dibuix de la l\u00ednia de contorn del company; en la segona fase, havien de parlar amb el company per representar gr\u00e0ficament i visualment, dintre de la l\u00ednia de contorn que havien dibuixat, el que cada company havia explicat sobre les coses del seu m\u00f3n, sobre els seus gustos i aficions. Fruit d\u2019aquests exercicis a l\u2019aula i de l\u2019acompanyament en la presa de decisions, van sortir aquests treballs que es presenten en aquest article.<\/p>\n\n\n\n

\"\"
Exercici 2. L\u2019altre: Observaci\u00f3 i representaci\u00f3<\/em><\/figcaption><\/figure>\n\n\n\n

L\u2019art permet l\u2019autobiografia en tercera persona[2]<\/a>. Qu\u00e8 vol dir aix\u00f2?\u00a0 Segons Cyrulnik, s\u00f3n pr\u00e0ctiques que permeten als joves explicar-se, no per parlar de s\u00ed mateixos en forma directa (quelcom dif\u00edcil en aquestes edats i davant d\u2019algunes realitats), sin\u00f3 d\u2019autorepresentar-se. Aix\u00ed, la cultura assumeix el lloc de l\u2019alteritat, on els joves poden ser capa\u00e7os d\u2019abocar viv\u00e8ncies per a comunicar, somniar, pensar i relacionar-se.\u00a0<\/p>\n\n\n\n

Hi ha autors que assenyalen que l\u2019art acompleix determinades funcions, aix\u00ed per exemple Botton i Armstrong (2024) mencionen fins a set funcions: record, esperan\u00e7a, tristesa, reequilibri, coneixement d’un mateix, creixement i apreciaci\u00f3; en canvi, Deleuze i Guattari [3]<\/a>(2013) assenyalen que l\u2019art en s\u00ed mateix no t\u00e9 funci\u00f3, perqu\u00e8 \u00e9s fruit de l\u2019experi\u00e8ncia de trobada entre cos i m\u00f3n, i all\u00f2 representa una activitat intr\u00ednseca a tota activitat humana. Tanmateix, en ambdues postures, resta evidenciada la import\u00e0ncia de l\u2019art per al desenvolupament hum\u00e0 de les persones.<\/p>\n\n\n\n

La resili\u00e8ncia immersa en el desenvolupament cultural i hum\u00e0 es gesta mitjan\u00e7ant la creaci\u00f3, la paraula i l\u2019acceptaci\u00f3 social; hi ha un seguit d\u2019articles que aix\u00ed ho fan saber[4]<\/a>. Aix\u00ed tamb\u00e9, les pr\u00e0ctiques que promouen la coneixen\u00e7a entre les persones, generen grans reptes educatius i \u00e9s quelcom ric d\u2019implementar a la cultura i a l\u2019aula.<\/p>\n\n\n\n

Finalment, immersos en un m\u00f3n canviant on les realitats dels joves sovint passegen dormides en la cerca de sentit, l\u2019art i l\u2019educaci\u00f3 poden despertar veus, consci\u00e8ncia, resili\u00e8ncia i talent hum\u00e0, molt de talent hum\u00e0.<\/p>\n\n\n\n

\n\n\n\n

[1]<\/a> El concepte de saber ent\u00e8s com a conjunt de coneixements, destreses, valors i actituds.<\/p>\n\n\n\n

[2]<\/a> Lara, L. (2009). Vencer el trauma por el arte. Boris Cyrulnik. Cuadernos de Pedagog\u00eda, <\/em>33, 42-47.<\/p>\n\n\n\n

[3]<\/a> En Silva, C., Dacu\u00f1a, V. y Mes\u00edas, J.M. (2024). Resistencias \u00e9ticas y derechos humanos. Pr\u00e1cticas art\u00edsticas con la comunidad. <\/em>Mc Graw Hill: Aula Magna<\/p>\n\n\n\n

[4]<\/a> Moreno G., A (2013). La Cultura como Agente de Cambio Social en el Desarrollo Comunitario. Arte, Individuo y Sociedad, vol. 25, n\u00fam. 1, 95-110.<\/p>\n","protected":false},"excerpt":{"rendered":"

Quan es posa l\u2019art a l\u2019abast dels joves (en determinades condicions de creaci\u00f3 del coneixement) fa emergir veu, imaginari i pensament. Aix\u00ed, les pr\u00e0ctiques que es generen, configuren moments singulars de descoberta en la producci\u00f3 art\u00edstica personal, empatia i obertura envers els altres. Les imatges que es presenten en aquest article, que m\u2019ha costat triar<\/p>\n","protected":false},"author":1001,"featured_media":2991,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[298],"tags":[203,182,126,96,97],"tipo":[223],"class_list":{"0":"post-2986","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-analisi","8":"tag-art-i-cultura","9":"tag-art-i-educacio","10":"tag-beneficis-de-la-cultura-i-educacio-artistica","11":"tag-cultura-bcn","12":"tag-cultura-escola","13":"tipo-opinio"},"yoast_head":"\nLa promoci\u00f3 de les arts, el pensament i la resili\u00e8ncia a l\u2019ESO - Arts & Educaci\u00f3<\/title>\n<meta name=\"description\" content=\"Quan es posa l\u2019art a l\u2019abast dels joves (en determinades condicions de creaci\u00f3 del coneixement) fa emergir veu, imaginari i pensament. 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