Cognitive Disruption: An Interdisciplinary Approach Towards Emancipation in Arts and Education
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2024 |
| Descripción: | Introduction: This article presents an analytical interdisciplinary approach to the educational and artistic practices. Objective: It aims to observe the ontological relationships that can be displayed between the fields of education and arts, considering their critical and emancipatory potential. Methods: Taking the contributions of Jacques Rancière as a central reference, this study creates theoretical shifts to enable the intersection of the figures of the teacher and the artist, as well as those of the student and the spectator. From this framework, different positions arise regarding the educational and artistic practices, which are interpreted from the Lacanian formulation of the discourse. Results: The category of cognitive disruption is proposed as an epistemological notion, political exercise and emancipatory orientation that both fields of arts and education can implement to promote critical subjectivities and collectivities. Conclusions: In light of these intersections, estrangement emerges as a fundamental process triggered by the artistic and educational experiences. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/54760 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/escena/article/view/54760 |
| Palabra clave: | interdisciplinary analysis contemporary art teaching-learning estrangement theory of the four discourses análisis interdisciplinario arte contemporáneo enseñanza-aprendizaje extrañamiento teoría de los cuatro discursos |