Arte hezkuntza utopiaren eta pragmatismoaren artean

Abstract

The fundamental objective of the text revolves around two parts which, to a certain extent, allude to a certain utopia and pragmatic aspects when devising aesthetic training for understanding art. Therefore, we initially seek out an approximation to ways of understanding artistic education which have been developed throughout history, with particular incidence and emphasis on successive paradigmatic perspectives which have emerged and which have been in force during the 20th century. This will later allow us to scrutinise how these psycho-pedagogic and didactic trends have influenced designing and drawing up the official school curriculum which guides learning in the so-called «field of art» from the different stages and cycles in regulated teaching, which has been legislated recently under changing laws in Spain and, by extension, in the Basque Country Autonomous Community. We are echoing the terminological and conceptual debate on current issues, regarding the University acquiring European qualifications as part of the Bologna treaty. A new vision centred on describing and interpreting «visual culture' has gained ground by offering itself as a necessary challenge for curricular integration, relating to the overall image culture which increasingly permeates students' entire living environment. In some ways, in our opinion, this reaffirms the relative importance of strengthening appropriate definitions which correspond to the theoretical-practical dimensions of disciplines referring to knowledge areas which, up to now, have been taught under the generic name of «artistic expression».