Provocaciones estéticas para un aprendizaje experiencial con estudiantes de educación intercultural

Abstract

During the pre-professional practices of the Intercultural Bilingual Education career, it was observed in the intercultural practice schools a traditional teaching where repetition and memorization predominate; in spite of the fact that education is established as a process of integral development of the human being, the aesthetic sense and sensitive experience, important dimensions in the life of the human being, have been neglected within formal education. That is why we propose our work topic: Aesthetic provocations for an experiential learning with intercultural education students. It starts from the question: how do sensitive experiences through contact with aesthetics generate diverse forms of interaction with knowledge? The objective of this project is to reinterpret the importance of aesthetics in educational processes, based on the implementation of sensitive experiences and the pedagogical documentation of experiences with children from the Sagrado Corazon community and the Javier Loyola parish. Methodologically, we assumed this research process as an experience that goes through two phases or moments: the phase of documentation of aesthetics for the design of the proposal and the phase of design and implementation of the proposal. In accordance with the methodology, observation, interview, pedagogical and narrative documentation were used. From the research conducted, it was possible to conclude that inclusion and the development of aesthetics provide different opportunities for children to represent their vision of the world through their sensitivity and experience. Taking this into account, we recommend the use of provocative spaces within diverse educational spaces where children can learn and learn by interacting with their environment.