Citas bibligráficas
Pino, P., (2021). El rol de la educación artística en el desarrollo de capacidades para la ciudadanía: el caso de la Escuela Puckllay y su propuesta del cuerpo en movimiento [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/17878
Pino, P., El rol de la educación artística en el desarrollo de capacidades para la ciudadanía: el caso de la Escuela Puckllay y su propuesta del cuerpo en movimiento []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/17878
@mastersthesis{renati/14399,
title = "El rol de la educación artística en el desarrollo de capacidades para la ciudadanía: el caso de la Escuela Puckllay y su propuesta del cuerpo en movimiento",
author = "Pino Velásquez, Paula Vanessa",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The arts in education play a fundamental role in the integral development of people. Arts education fosters the cultivation of imagination, emotions, and critical reflection in students to examine their own conceptions and the world that surrounds them, as well as interact with interlocutors from diverse backgrounds and different ideas. In Peru, despite social policy efforts to promote it, a perspective of educational attention and evaluation persists in terms of its contribution to economic growth. From the capabilities approach, education is a fundamental capability, which allows developing abilities to think critically and creatively for democratic citizenship exercise. Using a qualitative methodology, this thesis gathers the experience of the Escuela Puckllay and its proposal of the body in movement to explore its influence on the development of the three capabilities for citizenship through education proposed by Martha Nussbaum —critical thinking, global citizenship, and narrative imagination— in its students. The findings conclude that the continuous participation of students in the dynamics of Puckllay's body in movement contributes to the expansion of their capabilities for citizenship in four points: the cultivation of key competencies for the exercise of citizenship, such as empathy, solidarity and compassion; the control of emotions that flow directly from the artistic exercise such as shame, safety, frustration, fear and satisfaction; the development of their own voice through the intrinsic value that students gave to their participation in school as a key means of expression; and the exercise of critical reflection as a process of questioning one's own ideas and beliefs, related to exclusion, discrimination and gender disparities.
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