Competencia multicultural en educación artística. Contextos y perspectivas de futuro en la formación de las maestras y los maestros

Abstract

We understand that since the area of Artistic Education we can work the art of hundreds of cultures and at any moment of the history, an aspect that permits us to sensitize all students towards the comprehension of the different demonstrations that acquires a same cultural aspect, the art, as a universal phenomenon. We have centred the main objective of our investigation on the exploration of the roads and the possibilities that artistic education offers us (cultural, class, disability, age, race, sex, etc.) in relation to diversity. We started from the perception that, in the scope of the artistic education and culture in general, a tendency exists that describes the artistic facts and the aesthetic practices from unique and universally valid categories. These often cause the omission of some specific values and mainly the lack of recognition of other interesting artistic proposals (artistic offices, children art, popular art, craftsmanship, etc). We have looked for ways that lead us to assume a contemporary vision of the artistic fact and an including conception of art (functional design, clothing, decoration, arts, popular art, art of the women, net art, gastronomy, etc.). We understand education as the place from where to advance towards another form to watch and to understand the world. A vision that, from the art, facilitates elements for the social encounter and relations, where the own difference and "the critical" conservation of the own cultural identities are celebrated from the conviction of the true cultural enrichment. These considerations and the absence of a previous theoretical frame that allowed us to analyze, develop and evaluate the multicultural perspective in the artistic education, were the cause and the conjuncture to direct this work towards what we could call "culturally competent artistic educator" (Andrus, 2001). In that perspective of competence is where we have located our work, as well as in the necessities of formation of our teachers, with the conviction that any improvement in the educative stage where these act, will result in all the educative process.