Thinking-doing-reflecting. Artistic experience as a rhizomatic mediation at university teaching education.

Abstract

The experience that we report is developed in the module "University and Teacher Education" of the Career of Teacher Education College and Bachelor of Science in Education of the National University of Jujuy. It is a teacher education device that has several years of development. It consists of the simulated organization inside the university chair of a Pedagogical Art Gallery called Forming us: A personal and collective experience. Its purpose is that the students, organized in pairs or small groups, can put into practice capacities and abilities to teach, presenting content through an artistic experience (painting, sculpture, exhibition of objects, art-fusion or others), an artwork that reflects a content of the subject. Each pair or group is assigned a topic to work on and perform to the rest of the class. In the pre-task, a time of approximately two (2) weeks is allocated for each group to produce its work; the task itself consists of the Gallery opening the where on a predetermined day the works are exhibited and their evaluation is proceeded, and finally, the
post-task, where students reflect on their experiences and the learning obtained in a alternation space specially planned. During its development, the gallery is articulated at the same time with other learning experiences at the sam: the Pedagogical Pamphlet, the Discussion Forum and the Self and Co-Evaluation among pairs, of a narrative character , reflective and evaluative that allows to reflect on the formative experience and assess - individually and collectively -learning as teaching. From the training point of view, the aim was to promote training spaces and situations for the teaching training practice and future graduate's teaching that allow to get an experience of education practice to be
developed in an artificial environment, but close to reality, enabling them to develop expressive, communicative and cognitive skills. The proposal was based on the rhizomatic model of teacher training that challenges to consider alternative inputs to knowledge, in this case, articulating art and training within the framework of a paradigm of social complexity.