| dc.description.abstract | This work is contextualized in the transition between virtual and face-to-face education that
took place in Ecuador as a consequence of the COVID-19 health crisis, and responds to the
challenges and pedagogical transformations that have arisen in the subject of Cultural and
Artistic Education (ECA), that occurred in this historical moment. The research has the
objective of analyzing how the change of modality raised a revision of the educational
paradigm whose implication affects the ways of conceiving knowledge that in this case is
centered from the arts: how is a class that responds to these changes configured? For this,
a quantitative methodology was used, three categories of theoretical analysis were
developed with the review of multiple publications, at first the thought of Morin (1999,
2002, 2009, 2020) is reviewed, the transdisciplinary methodology of Nicolescu (1996)
and learning based on artistic creation projects by Caeiro (2018). A systematization of
projects designed in ten cycles of Basic GeneralEducation (EGB) that respond to these
categories is presented and the degree of effectiveness of this proposal compared to the
traditional class is contrasted, through a survey with a Likert scale; The results are
analyzed based on variables such as education based on artistic disciplines, the approach
to complex thinking and the relevance of ECA in general education. As a result, a content plan
is offered for the classes from First to Tenth EGB that shows in a practical way how the
contents could be designed under the paradigm of complexity and aligned to ways of
producing knowledge from artistic education. In conclusion, it was confirmed that ECA is an
indicator of quality in education that allows critical reflection on the challenges that
education currently faces. | |
