Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

and possibilities of job. Therefore, education must be focused on the formation of a "professional" to attach to
the trade and production network.
Apart from the above, there are other views within the so-called postmodernism on art education and teachers
Kerry Freedman, Patricia Stuhr and Arthur Efland demonstrated it. These allude to that art, ultimately,
participates in the construction of reality (political, cultural and symbolic construction), and therefore the aim of
Art Education in our context should be, understanding this reality, the apprehension of these created worlds.
However, while critical pedagogy in relation to art, understood as art critical pedagogy, progresses through that
line or perspective outlined, it requires an extra commitment. This is clearly a difference of action. Exercising
artistic critical pedagogy engages us not only to understand our worlds, but to build them. It urges us to
exercise a critical attitude in education curriculum and to develop strategies based on how it shapes the
subjectivity of students (McLaren, 1997). We highlight the importance of symbolic power of artistic
achievement and his role in a networked society. It makes us active participants in the creation of collective
and individual image (identity) and intercultural relations. We are involved in the political strategies of the
society of spectacle. Art Critical Pedagogy constructs reality/realities and identity/identities. Not only analyzes
them. Art Critical education involves a commitment to socio-cultural transformation, with the participation in
power structures that shape public life. Art Critical Pedagogy requires transformation of reality (Escaño &
Villalba, 2009).
A new (hyper) context for art critical pedagogy: Internet.
Following technological developments, progress on the Internet and its web potential educational, art
education work could pay attention to greater social and pedagogical implications. Now is the time where we
can establish true Internet hyper contexts oriented education.
"Hypercontext" as those contexts that have transcended the physical to the cyber-reality, while remaining as
true context of human, social, located on the Web. It will always be something more complex and elaborate
than a simple web advertising or informational. The involvement of voice of the Other is a prerequisite for the
hypercontext be developed and the inclusion of the singularity in the plurality is real through social networks,
blogs or p2p software.
We understand that there are different modes of Art Critical Pedagogy if we suggest that Critical Pedagogy,
despite not forming a unified discourse, has managed to raise serious contradictions to the discourse positivist,
ahistorical and depoliticized, which often assumes the forms of analysis used by liberal education and
conservative modalities clearly visible in most schools (McLaren, 1997). In this sense, although there are
contributions that are not self-defined as critical pedagogical they are clearly involved in this meaning.
In this line of argument, we highlight for examples two websites that assume the challenge to propose
detotalized actions and strategies as the laudable educational work (also art-educational) developed at the
award winning blog "Iguales en las 3000" (since 2006): http://igualdad3000.blogspot.com. This labour is fruit of
joint efforts between departments (Department of Plastic and Visual Education and Philosophy) from teachers
and students of Secondary School, Antonio Dominguez Ortiz, located in a marginal area of the city of Seville.
This work has emphasized the importance of the role of democratic interaction in the construction of
educational narratives that are in the integral formation: strengthening their individual and collective social
identity and as a person. Also, the absolutely dynamic didactic character shows that educational projects
through the network do work and evolve, which is an example of a real network hypercontext.
Other example that we define as participant in critical pedagogical methods and strategies are set forth in the
web: The Bank of Common Knowledge (BCC) (http://www.bancocomun.org/). Web that emerged 2006 as a
laboratory for mutual education of citizen to citizen, following the expansion of free software, social networks
and systems p2p file sharing (BCC, 2009).
That methodological line we might qualify as critical pedagogic at the time that it has the aim to develop, create
and protect spaces for exchange and free flow of knowledge, enhance common knowledge as well as to
provide a meaningful chance for continuous learning, and it finds strategies more effective than leading to new
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