Ia Generativa e formazione degli insegnanti nell'educazione artistica: esplorare strategie per aumentare la creatività, la partecipazione e l'apprezzamento dell'arte nei contesti scolastici e museali
DOI:
https://doi.org/10.17561/rtc.extra10.9974Parole chiave:
educazione artistica, intelligenza artificiale generativa, formazione docente, didattica nel museo, pedagogia postumanistaAbstract
Questo articolo esplora l'impatto trasformativo dell'intelligenza artificiale generativa (IAG) nella formazione degli insegnanti nell'ambito dell'educazione artistica, con particolare attenzione ai contesti scolastici e museali. Da un approccio interdisciplinare e postumanista, vengono analizzati i campi epistemici, estetici e pedagogici che emergono con l'integrazione dei sistemi algoritmici nelle pratiche artistiche ed educative. Attraverso una revisione critica di concetti quali creatività computazionale, paternità distribuita e museo post-digitale, la ricerca propone nuove ecologie educative che promuovono la creatività, la sensibilità estetica e il pensiero critico. L'IAG si presenta come un coagente epistemico in grado di ridefinire i processi di apprendimento, creazione e partecipazione culturale, promuovendo pratiche formative, inclusive, relazionali e trasformative.
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