La educación artística en la básica secundaria de la ciudad de Bogotá: Una mirada desde la literacidad visual de imágenes y videos cortos

Abstract

This research is based on several problematic aspects, ranging from the massive amount of visual information in which we live, with biased and/or false content, as stated by Grizzle, a. et al. (2021) , to the lack of doctoral research addressing the relationship between the curriculum and visual literacy for understanding and using images ethically, as well as the limited inclusion of visual literacy in schools to address the massification of images. For that reason, there is a need to know whether the curricular efforts made in Colombia are sufficient to teach students to navigate the visual information culture, not only as spectators but also as content generators, questioning whether students are being prepared for their new role as transmitters, approaching the image as a communicational text that is understood, shared, and created. Therefore, using a qualitative approach, an interpretive paradigm, and a hermeneutic design, we propose to analyze the arts education curriculum in secondary school from the perspective of visual literacy in images and short videos, in order to propose a set of guidelines that will enable interaction with media content and its effect on the educational processes of young people aged 12 to 15, in the urban context of the city of Bogotá, the cultural center of the South American region and the country. The result was a curriculum gap between the media reality and what is taught in the classroom, and