Scopic regimes, discipline, and subjects. arts education in Colombian school
The paper describes the conditions in which Arts education emerges in the Colombian school system at the end of 18th century and the beginning of 19thcentury as a process of taking ownership of Enlightenment discourses belonging to Modernity. Based on that, it describes scopic regimes -understood as...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6599
- Fecha de publicación:
- 2014
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13372
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002
https://repositorio.uptc.edu.co/handle/001/13372
- Palabra clave:
- Arts education
scopic regime
institutionalization
archaeology
genealogy.
Educación Artística
regímen escópico
institucionalización
arqueología
genealogía.
éducation artistique
régime scopique
institutionnalisation
archéologie
généalogie.
educação artística
regime escópio
institucionalização
arqueologia
genealogia.
- Rights
- License
- http://purl.org/coar/access_right/c_abf100
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| dc.title.en-US.fl_str_mv |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| dc.title.es-ES.fl_str_mv |
Regímenes escópicos, disciplinamiento y sujetos. La educación artística en la escuela colombiana |
| dc.title.fr-FR.fl_str_mv |
Régimes scopiques, discipline et sujets. l’éducation artistique dans les écoles Colombiennes |
| dc.title.pt-BR.fl_str_mv |
Regimes escópicos, disciplinamento e sujeitos. a educação artística na escola Colombiana |
| title |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| spellingShingle |
Scopic regimes, discipline, and subjects. arts education in Colombian school Arts education scopic regime institutionalization archaeology genealogy. Educación Artística regímen escópico institucionalización arqueología genealogía. éducation artistique régime scopique institutionnalisation archéologie généalogie. educação artística regime escópio institucionalização arqueologia genealogia. |
| title_short |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| title_full |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| title_fullStr |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| title_full_unstemmed |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| title_sort |
Scopic regimes, discipline, and subjects. arts education in Colombian school |
| dc.subject.en-US.fl_str_mv |
Arts education scopic regime institutionalization archaeology genealogy. |
| topic |
Arts education scopic regime institutionalization archaeology genealogy. Educación Artística regímen escópico institucionalización arqueología genealogía. éducation artistique régime scopique institutionnalisation archéologie généalogie. educação artística regime escópio institucionalização arqueologia genealogia. |
| dc.subject.es-ES.fl_str_mv |
Educación Artística regímen escópico institucionalización arqueología genealogía. |
| dc.subject.fr-FR.fl_str_mv |
éducation artistique régime scopique institutionnalisation archéologie généalogie. |
| dc.subject.pt-BR.fl_str_mv |
educação artística regime escópio institucionalização arqueologia genealogia. |
| description |
The paper describes the conditions in which Arts education emerges in the Colombian school system at the end of 18th century and the beginning of 19thcentury as a process of taking ownership of Enlightenment discourses belonging to Modernity. Based on that, it describes scopic regimes -understood as points of view that become a production way of the visual thing mobilized by school, since it is a cross-cutting find in this search which showed four stages in the process of introducing Arts education in Colombia: 1. Pedro Rodríguez de Campomanes’ Enlightenment discourse on popular education in Arts aimed at transforming craft guilds, 2. The creation of a relationship between Arts and science during the Botanical Expedition and the establishment of drawing workshops, 3. The creation of the Republican public instruction system with the promotion of Lancasterian system with utilitarian purposes. 4. The circulation of geometrical drawing manuals and the introduction of objective teaching (Pestalozzian methods). |
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2014 |
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2024-07-05T19:04:07Z |
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2024-07-05T19:04:07Z |
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2014-01-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6599 |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/version/c_970fb48d4fbd8a183 |
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http://purl.org/coar/resource_type/c_6599 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002 10.19053/22160159.3002 |
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https://repositorio.uptc.edu.co/handle/001/13372 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002 https://repositorio.uptc.edu.co/handle/001/13372 |
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10.19053/22160159.3002 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002/2730 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002/html |
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application/pdf text/html |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 5 No. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233 |
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Praxis & Saber; Vol. 5 Núm. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233 |
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Praxis & Saber; Vol. 5 No 9 (2014): Didáctica, Formación y Evaluación; 211 - 233 |
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Praxis & Saber; V. 5 N. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233 |
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Praxis & Saber; v. 5 n. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633819429240832 |
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2014-01-062024-07-05T19:04:07Z2024-07-05T19:04:07Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/300210.19053/22160159.3002https://repositorio.uptc.edu.co/handle/001/13372The paper describes the conditions in which Arts education emerges in the Colombian school system at the end of 18th century and the beginning of 19thcentury as a process of taking ownership of Enlightenment discourses belonging to Modernity. Based on that, it describes scopic regimes -understood as points of view that become a production way of the visual thing mobilized by school, since it is a cross-cutting find in this search which showed four stages in the process of introducing Arts education in Colombia: 1. Pedro Rodríguez de Campomanes’ Enlightenment discourse on popular education in Arts aimed at transforming craft guilds, 2. The creation of a relationship between Arts and science during the Botanical Expedition and the establishment of drawing workshops, 3. The creation of the Republican public instruction system with the promotion of Lancasterian system with utilitarian purposes. 4. The circulation of geometrical drawing manuals and the introduction of objective teaching (Pestalozzian methods).Se describen las condiciones de emergencia de la Educación Artística en el sistema escolar colombiano a finales del siglo XVIII y comienzos del siglo XIX como un proceso de apropiación de los discursos ilustrados propios de la modernidad. A partir de ello se describen regímenes escópicos o modos de ver que se constituyen en una forma de producción de lo visual movilizados por la escuela, siendo este un hallazgo transversal de esta búsqueda que evidenció cuatro momentos del proceso de apropiación de la Educación Artística en Colombia: 1. El discurso ilustrado de Pedro Rodríguez de Campomanes sobre la educación popular en artes con el propósito de reformar los gremios artesanales, 2. La creación de una relación arte-ciencia durante la Expedic Botánica y la fundación de talleres de dibujo, 3. La creación del sistema de instrucción pública republicano con la difusión del sistema lancasteriano con propósitos utilitaristas, y 4. La difusión de manuales de dibujo geométrico y la introducción de la enseñanza objetiva (métodos pestalozzianos). Les situations d’urgence dans l’éducation artistique du système scolaire colombien á la fin du XVIIIème siècle et au commencement du XIXème siècle sont décrites comme un processus d’appropriation des discours illustrés propres à la modernité. Sur cette base l’on décrit les régimes copiques ou les manières de voir qui se constituent comme une forme de production du visuel mobilisé par l’école, ceci étant une découverte transversale de cette recherche qui met en évidence quatre moments du processus d’appropriation de l’éducation artistique en Colombie: 1. Le discours illustré de Pedro Rodríguez de Campomanes sur l’éducation populaire dans l’art dans le but de réformer les corps de métiers d’artisanat, 2. La création d’une relation art-science durant l’Expédition Botanique et la fondation d’ateliers de dessin, 3. La création du système d’instruction publique républicain avec la diffusion du système lancastérien ayant des objectifs utilitaristes, et 4. La diffusion de manuels de dessin géométrique et l’introduction de l’enseignement objectif (méthodes pestalozziennes).Descrevem-se as condições de emergência da educação artística no sistema escolar colombiano as finais do século XVIII e começos do século XIX como um processo de apropriação dos discursos ilustrados próprios da modernidade. A partir daquilo se descrevem regimes escópicos o modos de ver que se constituem em uma forma de produção do visual mobilizados pela escola, sendo isto um achado transversal desta procura que evidenciou quatro momentos do processo de apropriação da educação artística na Colômbia: 1. O discurso ilustrado de Pedro Rodríguez de Campomanes sobre a educação popular em artes com o intuito de reformar os grêmios artesanais, 2. A criação de uma relação arte-ciência diante a Expedição Botânica e a fundação de oficinas de desenho, 3. A criação do sistema de instrução pública republicano com a difusão do sistema lancasteriano com propósitos utilitaristas, e 4. A difusão de manuais de desenho geométrico e a introdução do ensino objetivo (métodos pestalozzianos).application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002/2730https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3002/htmlPraxis & Saber; Vol. 5 No. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233Praxis & Saber; Vol. 5 Núm. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233Praxis & Saber; Vol. 5 No 9 (2014): Didáctica, Formación y Evaluación; 211 - 233Praxis & Saber; V. 5 N. 9 (2014): Didáctica, Formación y Evaluación; 211 - 233Praxis & Saber; v. 5 n. 9 (2014): Didáctica, Formación y Evaluación; 211 - 2332462-86032216-0159Arts educationscopic regimeinstitutionalizationarchaeologygenealogy.Educación Artísticaregímen escópicoinstitucionalizaciónarqueologíagenealogía.éducation artistiquerégime scopiqueinstitutionnalisationarchéologiegénéalogie.educação artísticaregime escópioinstitucionalizaçãoarqueologiagenealogia.Scopic regimes, discipline, and subjects. arts education in Colombian schoolRegímenes escópicos, disciplinamiento y sujetos. La educación artística en la escuela colombianaRégimes scopiques, discipline et sujets. l’éducation artistique dans les écoles ColombiennesRegimes escópicos, disciplinamento e sujeitos. a educação artística na escola Colombianainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6599http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a183http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf100http://purl.org/coar/access_right/c_abf2Sosa Gutiérrez, Pedro AlexanderChaparro Cardozo, Elver001/13372oai:repositorio.uptc.edu.co:001/133722025-07-18 11:43:29.819metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |