La influencia del arte y las actividades artísticas y creativas en la calidad de la asimilación de la información (enfoque semántico complementario en educación)
DOI:
https://doi.org/10.20952/revtee.v14i33.15130Palabras clave:
Enfoque semántico complementario, Imagen, Pensamiento asociativo, Modelo espacial, Actividad artística y creativaResumen
A partir del análisis de estudios de diversas áreas del conocimiento científico, el artículo identifica los recursos del arte y las actividades artísticas y creativas que tienen un impacto positivo en el desarrollo del intelecto humano, la creatividad y la salud mental. Se examinan los factores y condiciones del efecto beneficioso del arte y las actividades artísticas y creativas sobre la calidad de la información asimilada. La oportunidad de incorporar los lenguajes y métodos del arte en la educación se presenta mediante el enfoque semántico complementario enfoque complementario-semántico, que, por la complementariedad de los lenguajes de la ciencia y el arte, tiene como objetivo generar diferentes tipos de pensamiento (concreto, simbólico). , signo, visual, asociativo, creativo) cuya síntesis permite desarrollar la independencia de pensamiento y las habilidades de adaptación social y resolución colectiva de problemas.
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Fromm, E. (2005). Zdorovoe Obshchestvo [The Sane Society]. Moscow: “Izdatelstvo AST”.
Hegel, G.W.F. (1968). Estetika [Aesthetics]. Moscow: “Iskusstvo”.
Iafalian, A.F. (2011). Teoreticheskie osnovy sotsialno-khudozhestvennogo obrazovaniia [Theoretical foundations of social and artistic education]. The Surgut State Pedagogical University Bulletin, 157-163.
Ionin, L.G. (2004). Sotsiologiia kultury [Sociology of culture]. Moscow: HSE Publishing House.
Jung, C.G. (2001). Psikhologicheskie tipy [Psychological types]. Saint Petersburg: Azbuka. 2001.
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Jung, C.G. (2007). Problemy dushi nashego vremeni [Problems of soul of our time]. Moscow: Akademicheskiy proekt.
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Kashekova, I.E. & Kononova, E.A. (2019). Cognitive Factors of "Art+" Cross-Cultural Pedagogical Technology. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(1), 1305-1311.
Kashekova, I.E., Piriazeva, E.N., & Podobed, M.S. (2020). Didakticheskie vozmozhnosti komplementarno-semanticheskogo podkhoda v obuchenii budushchikh graficheskikh dizainerov [Didactic opportunities of the complementary-semantic approach in training future graphic designers]. Electronic journal “Pedagogika iskusstva”, 3. Retrieved from: http://www.art-education.ru/electronic-journal
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Kriulina, A.A. (2003). Ergodizain obrazovatelnogo prostranstva (Razmyshleniia psikhologa) [Ergo design of educational space (Reflections of a psychologist)]. Moscow: PER SE.
Krivtsun, O.A. (2003). Estetika: Uchebnik [Aesthetics: Textbook]. Moscow: Aspekt Press.
Kuznetsova, L.M. (1993). Ot poznavatelnogo interesa k sozidaniiu znanii [From cognitive interest to knowledge creation]. Pedagogika, 4, 35-39.
Likhachev, D.S. (2006). Zametki ob istokakh iskusstva [Notes on the origins of art]. Izbrannye trudy po russkoi i mirovoi kulture. Saint Petersburg: Saint-Petersburg University of Humanities and Social Sciences.
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Mowrer, O.H. (1950). Learning theory and personality dynamics. New York: Ronald Press.
Mudrik, A.V. (1981). O vospitanii starsheklassnikov [On the upbringing of high school students]. Moscow: Prosveshchenie.
Nascimento, L. F. do, & Cavalcante, M. M. D. (2018). Abordagem quantitativa na pesquisa em educação: investigações no cotidiano escolar. Revista Tempos e Espaços em Educação, 11(25), 249-260.
Oliveira, E. S., & Barreto, D. A. B. (2020). Contemporary studies on knowledge, teaching in higher education and social representations in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11585.
Peseschkian, N. (2006). Psikhosomatika i pozitivnaia psikhoterapiia. [Psychosomatics and positive psychotherapy]. Chelyabinsk: Institute for Positive Psychotherapy.
Rappoport, S.Kh. (1968). Iskusstvo i emotsii [Art and emotions]. Moscow: Muzyka.
Rozhdestvenskii, Iu.V. (2000). Vvedenie v kulturovedenie: Uchebnoe posobie dlia vuzov [Introduction to cultural studies: a study guide for universities]. Moscow: “Dobrosvet” Publishing house.
Ruvinskii, L.I. (1974). O tsennostnom podkhode k usvoeniiu printsipov i norm nravstvennosti [On the value approach to the assimilation of the principles and norms of morality]. Sov.ped., 5, 28-34.
Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483.
Silva, F. O., Alves, I. S., & Oliveira, L. C. (2020). Initial teaching training by homology in PIBID: experiential learning from professional practice. Journal of Research and Knowledge Spreading, 1(1), e11638.
Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651.
Sokolov, K.B. (1994). Kulturologiia [Culturology]. Ocherki istorii kultury. Moscow: Interpraks.
Vygotsky, L.S. (1997). Voobrazhenie i tvorchestvo v detskom vozraste [Imagination and creativity in childhood]. Saint Petersburg: SOiUZ. 1997.
Zinchenko, V.P. (1998). Psikhologicheskaia pedagogika. Materialy k kursu lektsii. Chast 1. Zhivoe Znanie [Psychological pedagogy. Materials for the course of lectures. Part 1. Living Knowledge]. Samara.
Bekhterev, V.M. (1911). Vnushenie i vospitanie [Suggestion and education]. Report at the 1st International Pedagogical Congress in Brussels, August 13-18. Retrieved from: www.psychoreanimatology.org.
Bor, N. (1961). Filosofiia estestvoznaniia i kultury narodov [Philosophy of natural science and culture of nations], in: Atomnaia fizika i chelovecheskoe poznanie. Moscow: IL.
Davydov, V.V. (1996). Teoriia razvivaiushchego obucheniia [Theory of development-inducing learning]. Moscow: INTOR.
Dodonov, B.I. (1987). Emotsiia kak tsennost [Emotion as a value]. Moscow: Politizdat.
Dostoevsky, F.M. (1987). O russkoi literature [On Russian literature]. Moscow: Sovremennik.
Fromm, E. (1933). Psikhoanaliz i etika [Psychoanalysis and ethics]. Moscow: Respublika. 1993.
Fromm, E. (2005). Zdorovoe Obshchestvo [The Sane Society]. Moscow: “Izdatelstvo AST”.
Hegel, G.W.F. (1968). Estetika [Aesthetics]. Moscow: “Iskusstvo”.
Iafalian, A.F. (2011). Teoreticheskie osnovy sotsialno-khudozhestvennogo obrazovaniia [Theoretical foundations of social and artistic education]. The Surgut State Pedagogical University Bulletin, 157-163.
Ionin, L.G. (2004). Sotsiologiia kultury [Sociology of culture]. Moscow: HSE Publishing House.
Jung, C.G. (2001). Psikhologicheskie tipy [Psychological types]. Saint Petersburg: Azbuka. 2001.
Jung, C.G. (2005). Dusha i mif. Shest arkhetipov [Soul and myth. Six archetypes]. Moscow: AST.
Jung, C.G. (2007). Problemy dushi nashego vremeni [Problems of soul of our time]. Moscow: Akademicheskiy proekt.
Kashekova, I.E. (2020). Methodological problems of the complementary semantic Approach in teaching general education subjects. Revista Inclusiones, 7, 29-43.
Kashekova, I.E. & Kononova, E.A. (2019). Cognitive Factors of "Art+" Cross-Cultural Pedagogical Technology. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(1), 1305-1311.
Kashekova, I.E., Piriazeva, E.N., & Podobed, M.S. (2020). Didakticheskie vozmozhnosti komplementarno-semanticheskogo podkhoda v obuchenii budushchikh graficheskikh dizainerov [Didactic opportunities of the complementary-semantic approach in training future graphic designers]. Electronic journal “Pedagogika iskusstva”, 3. Retrieved from: http://www.art-education.ru/electronic-journal
Korsybski, A. (1933). Enlace an anity. An introductions to non-Art total an y trend general emant C.N.V.
Kriulina, A.A. (2003). Ergodizain obrazovatelnogo prostranstva (Razmyshleniia psikhologa) [Ergo design of educational space (Reflections of a psychologist)]. Moscow: PER SE.
Krivtsun, O.A. (2003). Estetika: Uchebnik [Aesthetics: Textbook]. Moscow: Aspekt Press.
Kuznetsova, L.M. (1993). Ot poznavatelnogo interesa k sozidaniiu znanii [From cognitive interest to knowledge creation]. Pedagogika, 4, 35-39.
Likhachev, D.S. (2006). Zametki ob istokakh iskusstva [Notes on the origins of art]. Izbrannye trudy po russkoi i mirovoi kulture. Saint Petersburg: Saint-Petersburg University of Humanities and Social Sciences.
Losev, A.F. (2016). Dialektika mifa [Dialectics of myth]. Moscow: Azbuka.
Lotman, Iu.M. (1978). Fenomen kultury [Phenomenon of culture]. Semiotika kultury. Trudy po znakovym sistemam. Uchenye zapiski tartuskogo gosudarstvennogo universiteta. Tartu.
Lotman, Iu.M. (1998). Struktura khudozhestvennogo teksta [Structure of artistic text]. Ob iskusstve. Saint Petersburg: “Iskusstvo-SPb”.
Martin, J. (1996). Piramida poznaniia [Pyramid of learning]. Shkola, 6, 15-18.
Melik-Pashaev, A.A., Novlianskaia, Z.N., Adaskina, A.A., Kudina, G.N., & Chubuk, N.F. (2005). Psikhologicheskie osnovy khudozhestvennogo razvitiia [Psychological foundations of artistic development]. Moscow: Moscow State University of Psychology and Education.
Mitchell, W.J.T. (2017). Ikonologiia. Obraz. Tekst. Ideologiia [Iconology. Image. Text. Ideology.] Moscow: Kabinetnyi uchenyi.
Mowrer, O.H. (1950). Learning theory and personality dynamics. New York: Ronald Press.
Mudrik, A.V. (1981). O vospitanii starsheklassnikov [On the upbringing of high school students]. Moscow: Prosveshchenie.
Nascimento, L. F. do, & Cavalcante, M. M. D. (2018). Abordagem quantitativa na pesquisa em educação: investigações no cotidiano escolar. Revista Tempos e Espaços em Educação, 11(25), 249-260.
Oliveira, E. S., & Barreto, D. A. B. (2020). Contemporary studies on knowledge, teaching in higher education and social representations in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11585.
Peseschkian, N. (2006). Psikhosomatika i pozitivnaia psikhoterapiia. [Psychosomatics and positive psychotherapy]. Chelyabinsk: Institute for Positive Psychotherapy.
Rappoport, S.Kh. (1968). Iskusstvo i emotsii [Art and emotions]. Moscow: Muzyka.
Rozhdestvenskii, Iu.V. (2000). Vvedenie v kulturovedenie: Uchebnoe posobie dlia vuzov [Introduction to cultural studies: a study guide for universities]. Moscow: “Dobrosvet” Publishing house.
Ruvinskii, L.I. (1974). O tsennostnom podkhode k usvoeniiu printsipov i norm nravstvennosti [On the value approach to the assimilation of the principles and norms of morality]. Sov.ped., 5, 28-34.
Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483.
Silva, F. O., Alves, I. S., & Oliveira, L. C. (2020). Initial teaching training by homology in PIBID: experiential learning from professional practice. Journal of Research and Knowledge Spreading, 1(1), e11638.
Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651.
Sokolov, K.B. (1994). Kulturologiia [Culturology]. Ocherki istorii kultury. Moscow: Interpraks.
Vygotsky, L.S. (1997). Voobrazhenie i tvorchestvo v detskom vozraste [Imagination and creativity in childhood]. Saint Petersburg: SOiUZ. 1997.
Zinchenko, V.P. (1998). Psikhologicheskaia pedagogika. Materialy k kursu lektsii. Chast 1. Zhivoe Znanie [Psychological pedagogy. Materials for the course of lectures. Part 1. Living Knowledge]. Samara.
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2021-01-22
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Kashekova, I. E. ., Medkova, E. S., & Piryazeva, E. N. . (2021). La influencia del arte y las actividades artísticas y creativas en la calidad de la asimilación de la información (enfoque semántico complementario en educación). Revista Tempos E Espaços Em Educação, 14(33), e15130. https://doi.org/10.20952/revtee.v14i33.15130
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