La creación artística en la educación de las personas con discapacidad intelectual. La autodeterminación

La autodeterminación

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LA CREACIÓN ARTÍSTICA EN LA EDUCACIÓN DE LAS

PERSONAS CON

DISCAPACIDAD INTELECTUAL

LA AUTODETERMINACIÓN

Tesis doctoral de Mar Morón Velasco

21

CAPÍTULO PRIMERO. REFERENTES TEÓRICOS PARA UN PROYECTO EDUCTIVO

(I) MODELOS PEDAGÓGICOS Y PSICOLÓGICOS

Sinopsis capítulo primero

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1.2- MODELOS EDUCATIVOS Y TEORÍAS PSICOLÓGICAS REFERENCIALES

1.2.1- La Escuela Nueva ( ( ((^=9  9 ~ ) " & & ‹ ( „"&~‹("& )‹(&"&&&‹~^)"( ‹~^(/^"&&‹~^" &9Ž $4<sub>%())``;?88</sub> Los precursores { U <sub>† † Q " † € *))</sub> { /=*&„ / W " w 4 Adolphe Ferrière_57)][``;<k*((*<9 ( ?"9 ) X^^^" = ~"9"‹ }?! `<! ++`;! G `]?0 ``! + 0); + )

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1.2.2.- Escuela Moderna. Ferrer i Guàrdia, las Escuelas Summerhill y la Escuela Paideia

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20 Antón Semiónovich Makárenko _3 ]]]`8`k (( `<U ) „ /#/^~ == ="^"&{/ /&X/(#5J

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21 Paulo Freire_@`k/ )"&5! ``w~/

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23 Lev Semiónovich Vygosky _@ Q ]`;›`8Rk ( / 7 " &9("{„‹X(^" (H *( (‹X€'#( "/ H*( ((^9 /{„ 97Šw (^"((^?;"<; "+"&!L "+ W 9+" +"&! "< ;"< y su obra más importante es ; " _`8Rk

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UR Rogers25 _{( "} / " & # ~ ( & ~ Q( ~ ~)W w & ~ " ^ " ( ^ XW(~ )'~)~ W~W~)  ~ W / )W/~ w("( }^?'w _ w"k w=)(^w"7 "W"W3 /W()) &XX &„„ Q("(J /&~^^ ("(((>>^W" ^?#…(7&žKK#„ '"€NJ{XWw( ( 7 ( ^ ? „=W=( H/*H7'" /Q((~& /^"~&w&

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U[ ^ ^ " ^ ~ X „~&(&^ ' ^~("( ~&^Ž %())``;?< !wLoris Malaguzzi26<sub>"((</sub> ? $' "~)„ 9"9"(~ X Q(((~H /w"~&" " )X%^%" &'()) %()) / ( ( / Q(( `;U()w „/~( /) ^ " { X =(&&~ ( (" / / (( (W ?Q*))@$"!N" "#&(*# !"5+#X%JWJJ*(+& K"(J"@@/%NQ("€NJW 26 Loris Malaguzzi _H `<``Rk *(( / / Q(( ()„`R;%())((^ ! ""< X '(%())=*#H7 "/ "3w%())/ 9Q~(`U]`;;'9 `;<w~%())()#%X **( ("Q((""#(%()) Ww(( (^( ( # K) W ( / "„(&"() "^7/*(@…*# !N"K"(J*^ "5*%"% ``=) (5}()~X ( &/)" / „*("/

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Síntesis capítulo primero

%& ~ " =ƒ^((>>* "( ^" W ~ / / = " 9 X / X~ & / " „ " ( (  W ( _ ^k *^(((" % ((")„&" w( ( !w~"/ "~^()(? &) " / ( / X/ 9 ~ ~ "(" &9w("„ ^ )„wXw ")~( X " ( 9 " ~/"

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65

CAPÍTULO SEGUNDO. REFERENTES TEÓRICOS PARA UN PROYECTO EDUCATIVO

(II) MODELOS DE EDUCACIÓN ARTÍSTICA

Sinopsis capítulo segundo

^W '"& = ( ( / " / = "^~&w& '&(=( ~/^(& " ) ?/Y[&\]\]\ ("#' !H"‚^~~=ƒ"~-)~) „ '^~X)„ XH"~w "W _-k""'~ /1_. {X) ('?= /"-((~("Šw ‚W&( "W' !X)w ~(='"/ "X(€)'w~ / 37#} ( 1~=X7 ~Š~ („ "

66 '~= &"„( / () (/) " "* - &"~&-~ (&) "

& & W & ~ / ~~/) „(>>„ "')/ ‹&" ~&(>>~'(" W( " / ^~9))„" (W "# 9~9„ww-WX(~ (W= / " W 9„~&7~"& ~(‡~X&~X"" 9ˆŽ †2_``8?] 3W^~ W '‹~W&"(

2 Roser Juanola i Argemí// D ;D# X ^

67 €€'^&&X~'&-"~& )~&w"(~! „(& )-„„XX„W w ‹ )(„‹/~W" ~)) * (('^ ~W"Ww * Šw " & ' " ( " w ( ^( " Š_k/X ( ( ( € & " ' H W/w) & "^ 9) / X & ~ „" !(&"^(( X" ( "/ /~ ^") "&~W= " _'<<`k (_'<<`k ’~"„/-(€&„ " –’— ~/9 ›&((" ("~)"!" -)~ –’— / ~

;] ()„^"X)„ / ~ =‹ X  ^ -( ~" ^/ "~ )W"?~9 ^Ž #&J"8_<<`?RU` %& (@W~ ~W&- '"&"„/- Š„~"-'9)#~ " „Šw^" ‹ /(^ ^ ' ~~-""(~^ !& &( -" )W ( #HN_<<k^X-W"  w ~ &(9) &/W w/"/X„ / "W X–’—7#37#}& *( '"#}()

3 Avram Noam Chomsky _= 33 `]k =( W (¢^ ( >> (¢= /" /^"/ X(¢^H{ (%&_%H{k!„^(¢^

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= & 7 X_<<;k0) #

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[< " ?(-W~'"( )~-')&„ Š) ( ( ~ ~ ƒ ( ~=W ("X(@' " ?(HN_<<k(~- ("W-{X~ "W„=( K"~'- „9"W-X"' /)(w~/& "&W~=-)„w(""" W / 7 W)WX~9)& =) (=- "(""/ wŽ HN<<?8] 7( _<<Uk w „= '? ( „= w)^w_"-k/„")'„ "( "/( ~›"/X~^9) ~^( ^'^(="-›„"w ")„ /)" & ~ ' w ’Ž <<U?8

71 „= w(' 7=~&"~/ ~~w WX/')&^ w w~^„ (7=~'& ") -/( („{9)^ & /)=/ w #~=)- " & „W&"/!-~) && #)~(9¤¥ (~&(/Ž N/<<U?R 3„= w=~"~ „(X"~ )9)&* „= /(' ( (_<<Uk  ( ( _<<Uk w „= ''" ~ ' ~ w " ~ /!&~' "w&"~ W

72 ^"^^=‹' / ~W/ Langer5_{_<<Uk(/WW} '=~wWX (? X=" ("W ( & W W " " " *X^ / ('(9~'^ ~ / /'"^ "*'( 3/w~X" ( "~w&Ž (<<U?;; wW" &~(? X/  X /^ " 9 &„W("( /W9"W-(""„Ž <<U?< }~„= '!N"_<<Uk

5 Susanne K. Langer_33]`U`]Uk= /(##

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2.2.- RECORRIDO HISTÓRICO DE LA EDUCACIÓN ARTÍSTICA: MODELOS Y TEORÍAS

'/ (& "~ (^7(w-Š_<<k3& &(/X& ’ _& k„ ~ = ( –’— / ~ 9 & "~ ~9)%& ~Š"^ Ž Š<<?U

2.2.1.- De la época clásica a la Edad Moderna

€'}wŠ_<<k(5 #W"(= /* "' -X(~ ^ƒ~/-*'X X~)9)‹~~ (^=/ &„

75 '&RU<#( "-„ ƒX"!&Š„~ ( "  ( /) " ( ~^%W( =~„ )(^ X '^~ & (¢^(~„ /)"„ Xw7 "* ~/ ^=~* !/ (~ /X (/ (. ~ * ~ X ( w W „&~^ X~&(X (~&@"& " * ( = ~ X ) / „5*(!/ ( X9~&^""~ &"~~ ==''W* ~ 9"~X =// /"9/ ~( X&~) ** (=(~w "~*W ~ ~

76 " ' ' /* "( '" *= /w(/~ )~ X~~-„X~„ &( *' *) ' * ~W( (#'(=W )"(^&WW ?X~"/ X/'? ' ~~-(W"~(( &( X^„?( "^Ž Š<<?8; ' ~"^-7;L=("w X ~~/"= " w;< w-~"(W( / '/' ( 9)?„(W"„

77 X=(# &U<#" /((7(= &&")W-W" &/€XH ' "/~* )W/ 7 ("(&"" educación. {/"~("W-QHQ} €9R<#~= R[;#š/&~)&&9='(¢ ")%{^Q" ~)7 " () /&"= &H(# (({9) periodo de decadencia. W  ~ ' %'^ "-"W"( „ WH(X&W "'((=~ W €(>H/)~&^/ W)w/"-)"„W/W"(? (&(~(

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]< „~&X "^'"W( ///Giorgio Vasari6 _HUU[RkU;/ "„ #H%(¦() ""( H(("(-=Q^) "-(>KHHX9)&( ^*(=~ ="( "‹'*" /;R]'(^~ '#/(/H(# ~' Š^")&^ #{(>KH(/)= "H( /&" "#('('W-"// „/~„ 7 ( (^ ^ "W/( (~ "W^( ) 3~Ww ' W~?/ šWX9)& =(>KHH&=(>H>

6 Giorgio Vasari_'))U›U[Rk~"H(ƒ

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2.2.3.- Siglo XIX. Los precursores de la escuela progresista

()(-'((>KHHH&()( "(>H>~) ) ')(= '^'&

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7 Walter Smith _H( ]U` wk / > p " > ! _H(k (][33@!9( '%&/"' @'%&!7&Š"/-9)~„(33/ //

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2.2.4.- Principios del siglo XX

=(>H>">>X]`<"*5 %'w((~ ( ~9)(9) „"=// W'" 9"^/=&)~& ^ ( 9) / ( W " (

]] 9`<w9)? q&~W^>qW ~~9 W("~ ((? " )‹„ ‹^"‹„"-( ‹""9 '^(>>*-K( '^ ? /"w~7- &"-'„ „"w `;”&~)W- '&?^(-/ ^"^7="/ "/7))~XX7 "„)(^7/w(W" ^~/'"~-„?W/ (~"-" #€'_% <<UkW~' ~€~XŽ ~(_^ k~(~^ W " #John Dewey] _{por sus ideas}

8 John Dewey_33]U``Uk= /

("((Š€((~-) (X" (" ^("((Š€((~-)„" „&")Q)…]]R3#&( ^)X '= " ^"W

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-`< &~)„( ‹~)„ )‹ " ~ 9) /)"X=" Š=(Ž !N"Š<<?U ]`;X-"/?…&#%"&N"'#N" "/97 (""/ " w!N"w-(? ‡# '~(" w9ˆ‡€ ~(w/ /)" & " ~wX /ˆ ‡€~X /-)„""„( ˆ 8‡# " (w „ "9~wˆ !N" ~ ( " W () W ~ ( /9(~W( %"&N"N('~/ ? 9&"()-/@„(^w )W" "(="Ž %"&N"NŠ<<?U8

` *!N"'? 3~w(/ " ~X/"W(=7(=~ ~W&"X( "?'Ž !N"_Š<<?U8k *!N"'"~ ~w'((„=' &? ‰'&")&&/'&X &("Ž !N"<<]`8R§ ?8<;

}(33Francis Wayland

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9 Francis Wayland Parker_H(33]8[`<k/"„X

3 ][U#&(~ ("/ /7 ; ""<_]`Rk((^ ~(*J ~& "'=~X

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11 Franz Cizek_K];U`R;k('@@''K%

(~9"> ' ` 7~ "/Š " 5 … ( #J ( „ " „ W/"9W" 'w / 12 Marion Richardson_H(]``R;kW" %'"}=@(&`U`;(„ 9)„ "~ „{X9W`8</" / 13 Victor D’Amico _33J`[<<`k@@''†/-`;`R]"X93#_`8RRk3J_`;U[k "> " _`;`k'" %' %W8<9`8[/ 5^„ %'% ~/"(w„'X-"!œ')''X

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Margaret NaumburgR_/+`UJ„

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14 Margaret Naumburg_33]`<kQ)(†&!N"#

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15 Florence Cane_33]]›`Uk~&9

„9/ ""&(( ! X~ ~/ `UŠ=ƒ5(5„ž?^=-)„"" #(#~9) (& "9X„(„"~

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2.2.6.- La Segunda Guerra Mundial (1939-1945). La postguerra.

La corriente expresionista 7( 5 % _`8``RUk " X?RU933"3Q77W- 'X?RU933"3Q77W-JW( )"*^#^&" ^_&"/( k"-)X

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<U  9 W " / ~ ) W^"~~ " / 9) ' w = " ~ Ž N/"`[? #N/`R[' '_`''k() / ( / ! ' ' 33 ' ( /()"/ ' }~N/w 9 es Herbert Read`<sub>{"% (Q_`]k</sub> -+ =/ * ~/ "  = ~ ( ~^ w ? ~ & ( ~ ‹ ( ~ –’— W  " ( ( ~ ( W –’— ( w " & = € –’—=( /~ & ) ^ ((W(Ž Q`]?8 '((!N"%@J 9)N/( „9-~"(N/ ^@J

19 Herbert Edward Read_H(]`8`;]k= /^~"^"

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21 June King Mc Fee/"!

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<[ 7 ~& X %Ww~ w"~ 9)/ }wElliot Eisner22_^( ~'^9 9w"/X= "^^=7 +,_<<U‹§`[k/)) X" 9)'(~@J " ww 9~^9 )~'&= W (~' „"(^&/ X" ! _ & !@'k 7 9) W " W -? ^ € ' " X „ _'k"/ = " ^()X-22 Elliot Eisner/X'" 37/7( '/"( 3#&(`;<**"…(37/~ =W9)")„?= (~ '„ "(^&/X" * -„""7(/"/9) €()/? / `U > "$ >0?".

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