Por una educación desordenada

Abstract

As we attend to our thinking about art, we must venture into other logics and put them at the center of complex thinking. In this case, the transmission of art in the classroom. However, it is necessary to explore a previous tension that appears between transmission and instruction. In this sense, the notion of disorder applied to this paper refers to art's inherent unpredictability and non-conformity. It is not only because art has taught us that we cannot be conformists but also because its teaching has no precise definition. Suppose education pretends to gather from art the danger of formal speculation that begins and ends in itself. In that case, it needs to be open to a shared experience that will be continually overwhelmed and questioned but which, in exchange, offers us a dynamic, continuous reality that is not threatened by a conclusive end.