Aulas expandidas. Prácticas y estrategias pedagógicas de comunidad en un programa de artes visuales en la frontera de Ciudad Juárez, México

Abstract

In Ciudad Juárez, Mexico, on the border with the United States, teachers of a visual arts program carry out their work in a context considered to be the epicenter of the most violent period in modern history in Mexico, the so-called “war against the drug trafficking ”, between 2008 and 2012, with the presence of drug trafficking cartels and military contingents; this period was distinguished by such deep and irreversible violence, and more than 11,000 deaths in the state during this period. In this article we present the results of an investigation in which qualitative data collection and analysis techniques were used, with visual arts professors from the Autonomous University of Ciudad Juárez. It is exposed how the personal and professional trajectories of the teachers have shaped their pedagogical strategies, in order for the students to recognize the problems of the border social context, explore identities and strengthen the experiences lived in this daily life shaped by various types of violence deepen in practices that they promote artistic productions in an expanded classroom space in the border territory. It was found that the practices of these teachers represent a way for arts students to cultivate experiences that allow them to question this problematic situation, through collaborative production methodologies that have their roots in critical pedagogies.