Abstract
This research analyzes the pedagogical strategy of participatory art as an instructional technique within undergraduate Social Sciences courses. It is based on a case study drawn from the teaching experience of the researcher, which compiles eight years of courses at the public University of Puerto Rico, in a polysemic crisis context that challenges the critical analysis of its citizens. Using participant observation and focus groups, data were collected regarding the perceived usefulness that students find in the pedagogical strategy of participatory art. Theoretically, this research is framed within the interpretive sociology approach, which acknowledges the capacity of contemporary individuals to enact changes in shared culture—particularly those aligned with peace and the common good. Furthermore, the study problematizes art as a democratic tool that stimulates critical thinking. It explores the complexity of sociocultural themes that emerged through the analyzed courses, such as gender violence, colonialism, mental health, the double-edged nature of resilience, the attack on the University of Puerto Rico, and the illicit sale of natural resources. These themes were addressed by students through artistic exhibitions of field journals, sculptures made from recycled materials, educational art installations, and spontaneous theatrical performances in public spaces. The study concludes that, despite contemporary trends that prioritize technical/practical education, art as a form of humanistic knowledge strengthens the university’s role as a formative bridge between being a student and becoming a citizen.
Presenters
Natasha SagardiaAdjunct Professor, Humanities Faculty, University of Puerto Rico, Río Piedras, Puerto Rico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Citizenship, University, Art, Critical Analysis, Puerto Rico
