El saber escolar de las artes en la escuela pública (1850-1900).

Cárdenas Forero, Óscar Leonardo; Cárdenas Forero, Marco Tulio; Hernández Castillo, Camila Andrea

The present qualitative reflection article is an approximation to the construction of the history of school knowledge of the arts in the second half of the xix century. Methodologically, it used Michel Foucault's archeo-genealogical approach and, framed in the research project "Knowledge Artistic Studies in the Colombian Public School of the xix century", is a study that continues and complements the work begun on the construction of the history of knowledge of the arts in the public school of the first half of the xix century, analyzing its later development, in terms of its origin, function and functioning in the public school between 1850-1900. At the same time, it pretends to portrait the historical conditions that prompted the introduction, installation and final constitution of the knowledge of the arts as a school knowledge within the public curricular structure; the transfiguration of the modes of school teaching, and the way in which it was assumed under the term of academic subjects of drawing, singing and music, which were used as disciplining techniques, in accordance with the rationality of the time, to guide behaviors of the school children and their constitution as docile, trained and normalized subjectivities. In order to achieve this objective, a documentary file was created and it was compiled in records sheets form which the vestiges were traced and the conditions of power that were instituted to promote their emergence were determined; and of which were taken the concepts, spaces, statements and power games that allowed analyzing the object of study formulated.

FOUCAULT, Michel, 1926-1984; PUBLIC art; ART schools; SCHOOL children; PUBLIC schools; TEACHING; MUSIC education advocacy; CHILDREN'S drawings; SCHOOL bullying

Pedagogía y Saberes, 2020, Issue 53, p69

0121-2494

Academic Journal

10.17227/pys.num53-10554