The activity also launched the “Pedagogical Booklets” collection, a series of publications that systematize the experience of the cultural mediation workshops carried out by the PACE UCH program that provide guidelines to replicate the experiences in schools.
With the aim of continuing to strengthen the initiatives linked to public high school teachers, on October 20, 2021, the inaugural activity was carried out that opens the line of work with arts education teachers of the seven educational establishments that accompany the Access to Higher Education Program of the University of Chile and that seeks to collaborate with the pedagogical processes of the teachers of the subjects of visual arts, theater, dance, music and technology.
In the activity, which had the participation of teachers, management teams and University authorities, some of the experiences that have been implemented by the different artistic subjects during the pandemic were presented, as a result of the need to prioritize disciplines or material conditions for the connectivity of the students, they have been affected.
The teachers Yudy Opazo (Gladys Valenzuela High School), Camila Guzman (Brazil City High School) Hugo godoy (Malaquías Concha High School) and Teresa Diaz, Alejandra Carrasco and Rafael Saavedra (Centro Educacional Valle Hermoso) gave an account of the strategies that it has had to implement to be able to carry out its subjects in contexts of virtuality and digital gaps, also reflecting on how to value a permanently precarious sector such as culture and the possibilities of crossings and exchanges of experiences and disciplines that can be carried out between high schools and their territories.
For the Director of Community Affairs of the VAEC, Jose Miguel Labrin, “All the efforts that the PACE Program has developed invite us to reflect on public education and the generation of communities, that is, the space where the voice of students, teachers and the different actors of education are a reflective axis of knowledge production that allows us to make this bridge between the University and the world of the school ”.
“The pedagogical experiences that teachers have generously shared allows us to make visible and value the teaching work and, in turn, give an account of the opportunity that the Artistic Education curricular articulation has to co-construct and strengthen public education ”, he commented. Carla Gimenez, in charge of the cultural mediation line of PACE UCH.
In the learning communities, groups of teachers meet to work collaboratively to address problems associated with their classroom practices. “In the sessions the teachers discuss and they reflect critically on how to improve the learning of their students, they reach agreements, which they then implement in their classrooms ”, he says. Claudia Diaz, coordinator of pedagogical processes at PACE UCH.
The Art Teacher Learning Community will be developed in three stages: during 2021 a stage of Recognition of the actors involved; then, the first semester of 2022, a stage of Bonding to identify the strategies and methodologies used by teachers for the development of skills and finally a last stage, the second semester of 2022, of Implementation, to learn, execute and evaluate a tool or working method in the classroom.
Pedagogical booklets: Learn, systematize and replicate
In the activity the collection was launched Pedagogical Booklets, which synthesize the work of the Cultural Mediation line, specifically of the Fanzine and Radioteatro workshops by WhatsApp audios carried out in 2020. Both publications are pedagogical devices that provide practical implementation guidelines for all those who would like to replicate those experiences.
For Jose Miguel Labrin, the importance of generating community from art is that “usually art has been seen from a different condition than the production of knowledge and if there is something that this experience shows, it is precisely how creative work is a way of producing new perspectives on pedagogy and the importance of circulating that knowledge in our own spaces ”, he commented.
Art education, access to cultural spaces and the development of skills such as social awareness and critical thinking through cultural participation have been the hallmark of the PACE Program since its inception, in this sense, for Fabián Retamal, coordinator of the area of Secondary Education of the PACE UCH, “this first milestone lays the foundations of a work that forces us as a University to look at the work carried out by teachers of artistic subjects as a relevant input for the construction of citizenship and comprehensive training of all students, but above all as a way of expand access to symbolic and material goods by integrating the wealth of the territories”.
Both the Fanzine Pedagogical Booklet and the Radioteatro Pedagogical Booklet are available for download.
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