ABSORBENCIES AND TRANSFERS BETWEEN ARTS EDUCATION AND THE UNIVERSITY AS AN INCLUSIVE OPPORTUNITY: 14 CONCEPTUAL PAIRS

Authors

DOI:

https://doi.org/10.17561/rtc.extra10.9876

Keywords:

Absorbency, Transfer, University, Art Education

Abstract

This article reflects on the symbiotic interaction between the university and art education from a double metaphor: transference and absorbency. Through the development of fourteen conceptual pairs, it is evident how art education not only transfers knowledge, practices and values to the academic institution, but also demands a structural, epistemological and political absorption by it. The text raises the need for a profound transformation in the university, so that it welcomes and integrates artistic knowledge on an equal footing with other scientific, humanistic or technological knowledge. Artistic creation is highlighted as the nucleus of academic production, the recognition of its own methodologies is proposed, and the real institutionalization of the artistic in the faculties of education is advocated. The article adopts a situated and critical approach, and proposes as a contribution a conceptual network of peers that can guide future inclusive policies from and for arts education.

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Author Biographies

  • Martín Caeiro Rodríguez, Universidad de Zaragoza

    PhD in Fine Arts (2008, University of Vigo); Degree in Fine Arts (2003) and Diploma of Advanced Studies (2005) at the Faculty of Fine Arts of Pontevedra; Pedagogical Adaptation Course (CAP) at the Faculty of Education Sciences (Pontevedra, 2004); Accredited by ANECA, he has taken numerous training courses focused on artistic practice, research and teaching. He is currently a member of the faculty of the Faculty of Education of the University of Zaragoza in the Department of Musical, Plastic and Corporal Expression. He has been director of the Department of Didactics of Plastic and Visual Arts (2015-2020) at the International University of La Rioja (UNIR) and professor of various subjects in the Master of Teacher Training in Secondary Education (Specialty Drawing and Plastic Arts), and in Degrees of Infant and Primary Education, an activity that he combines with the Direction of Master's Thesis and End of Degree. He has completed a doctoral thesis on the concept of the "imaginal": The Imaginal Kingdom: journey from the natural to the real and vice versa; various exhibitions such as Zoographies of the Soul (Verbum Museum. Casa das palabras de Vigo, 2007), Neuston Project, Experiment 1: exploring the interface (Museo del Mar de Vigo, 2009). Coeditor of the books Guía práctica de la Carrera Investigadora en Bellas Artes (University of Vigo, 2007), Notas para una investigación artística (University of Vigo, 2008) and La cultura transversal: colaboraciones entre arte, ciencia y tecnología, (University of Vigo, 2010); He has published several articles such as: El aborigen y sus imágenes (Revista Latinoamericana de Filosofía, Política y Humanidades Araucaria, 2009);, Exponer lo imaginal: reproducir y representar (Revista Arte, Individuo y Sociedad, Universidad Complutense de Madrid, 2009); Tecnopatías de la educación artística: reflexiones en torno a la enseñanza y aprendizaje digital del arte (Biblioteca ONLINE, 2015); or the story Othijerero y el agujero mágico (Editorial Xerais de Vigo,( 2008).

  • Sara Fuentes Cid, Universidade de Vigo

    Licenciada y Doctora en Bellas Artes (Universidade de Vigo). Actualmente es profesora en el Departamento de Didácticas Especiales (área de Didáctica de la expresión plástica) en la Facultad de Educación y Trabajo social de Ourense (Universidade de Vigo). Desarrolla actividades de investigación/creación y docencia desde el año 2003. Ha sido profesora del Departamento de Expresión Musical, Plástica y Corporal de la Facultad de Educación, Universidad de Zaragoza (2022-2023); investigadora contratada en el Centro de Filosofia das Ciências (Universidade de Lisboa) dentro del grupo “Tecnología de la Filosofía, Ciencias Humanas, Arte y Sociedad” durante el periodo 2015-2022 e investigadora posdoctoral del Sistema Español de Ciencia y Tecnología entre 2009 y 2013.

References

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Henke, S; Mersch, D. et al. (Eds) (2020). Manifesto of Artistic Research. A defense against its advocates. Diaphanes. https://doi.org/10.4472/9783035802665

Herrera Ruiz de Eguino, N. & Cilleruelo, L. (2022). La transferencia en el Área de Educación Artística. En Aberasturi-Apraiz, E., & Peña-Zabala, M. (Eds.). (2022). Paisajes de la educación artística: una aproximación desde el contexto universitario. Universidad del País Vasco.

Kaplún, G. (2005). Indisciplinar la universidad. En Walsh, C. (Ed.), Pensamiento crítico y matriz (de) colonial (pp. 213-250). Ediciones Abya-Yala.

Llano, L., Gutiérrez, M., Stable, A., Núñez, M., Masó, R., y Rojas, B. (2016). La interdisciplinariedad: una necesidad contemporánea para favorecer el proceso de enseñanza aprendizaje. Medisur, 14(3), 320-327.

Touriñán López, J. M. (2019). La transferencia de conocimiento como proceso: de la universidad al sector educativo. Una mirada desde la pedagogía. Boletín Redipe, 8(3), 19-65. https://doi.org/10.36260/rbr.v8i3.695

Marín-Viadel, R. y Roldán, J. (2019). A/r/tografía e Investigación educativa basada en Artes visuales en el panorama de las metodologías de investigación en Educación artística. En Arte, Individuo y Sociedad, 31(4), 881-895. https://doi.org/10.5209/aris.63409

Murillo Ligorred, V., Revilla Carrasco, A., & Caeiro Rodríguez, M. (Coords.). (2023). Perspectivas contemporáneas de la educación artística: métodos, creación, investigación y buenas prácticas docentes (1ª ed.). Servicio de Publicaciones, Universidad de Zaragoza. https://zaguan.unizar.es/record/124316# https://doi.org/10.26754/uz.978-84-18321-70-2

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Published

2025-11-01

Issue

Monográfico Extraordinario X

Section

Artículos temáticos del número

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Copyright (c) 2025 Martín Caeiro Rodríguez, Sara Fuentes Cid

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How to Cite

Caeiro Rodríguez, M. and Fuentes Cid, S. (2025) “ABSORBENCIES AND TRANSFERS BETWEEN ARTS EDUCATION AND THE UNIVERSITY AS AN INCLUSIVE OPPORTUNITY: 14 CONCEPTUAL PAIRS”, Tercio Creciente, (extra10), pp. 255–266. doi:10.17561/rtc.extra10.9876.