Subjetivación y agenciamientos en la educación para adultos: Una investigación-acción basada en las Artes Visuales.
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El presente trabajo de título explora la construcción de subjetividades en estudiantes de la Educación para Personas Jóvenes y Adultas (EPJA) a través de la Investigación-Acción Basada en las Artes (IABA) y la A/r/tografía. El estudio surge ante la marginación de las Artes Visuales en el currículo diversificado, proponiendo el taller de arte como un espacio de resistencia y “identización”. Mediante dispositivos de elicitación como la corpografía, el retrato fotográfico y el microrrelato, se trabajó con un grupo de cinco colaboradores (de 17 a 51 años) en el CEIA Newentun de Concepción. Los resultados demuestran que la praxis artística activa mecanismos de afectividad y agencia, permitiendo que el estudiantado transite desde el estigma del rezago escolar hacia una narrativa de pertenencia y dignidad. Se concluye que el taller de artes visuales funciona como un “entre-lugar” crítico, un espacio liminal donde la producción de sentido de vida se valida como una forma legítima de conocimiento.
This thesis explores the construction of subjectivities among students in Education for Young People and Adults (EPJA) through Arts-Based Action Research (IABA) and A/r/tography. The study arises in response to the marginalisation of the visual arts within the diversified curriculum, proposing the art workshop as a space for resistance and ‘identification’. Using elicitation techniques such as body mapping, photographic portraiture and micro-narratives, work was carried out with a group of five participants (aged 17 to 51) at the CEIA Newentun in Concepción. The results demonstrate that artistic practice activates mechanisms of affectivity and agency, enabling students to move from the stigma of academic underachievement towards a narrative of belonging and dignity. It is concluded that the visual arts workshop functions as a critical ‘in-between-place’, a liminal space where the production of meaning in life is validated as a legitimate form of knowledge.
This thesis explores the construction of subjectivities among students in Education for Young People and Adults (EPJA) through Arts-Based Action Research (IABA) and A/r/tography. The study arises in response to the marginalisation of the visual arts within the diversified curriculum, proposing the art workshop as a space for resistance and ‘identification’. Using elicitation techniques such as body mapping, photographic portraiture and micro-narratives, work was carried out with a group of five participants (aged 17 to 51) at the CEIA Newentun in Concepción. The results demonstrate that artistic practice activates mechanisms of affectivity and agency, enabling students to move from the stigma of academic underachievement towards a narrative of belonging and dignity. It is concluded that the visual arts workshop functions as a critical ‘in-between-place’, a liminal space where the production of meaning in life is validated as a legitimate form of knowledge.
Description
Tesis presentada para optar al título de Profesor/a de Artes Plásticas.
Keywords
Subjetividad, Educación de adultos, Artes plásticas