Correspondencia visual: una estrategia docente para compartir identidades urbanas y crear ciudad.

Abstract

In education, correspondence activities are often used for language learning as they facilitate the exchange of content and the teaching of linguistic expression. If we consider the image as a language, we can use this teaching strategy in art education, not only to create communication-based on the visual but also, to learn to manage transmission tools and knowledge of the other beyond words. This article presents the results of Arts-Based Educational Research, where visual correspondence is at the center of the teaching process to facilitate the understanding and interpretation of the city. An educational experience was carried out with students from the University of Granada and the National Pedagogical University of Bogotá based on photographic records. In it, the urban identities of the two cities were highlighted and compared, using photography as an instrument of visual communication and as a tool for artistic/creative research. The results of the research show, through image associations, the contrasts, and similarities found between cities generate a reflection on the socio-cultural identity of everyday places (street, square, market), and enunciate, thanks to visual creation, a definition of the urban from the sensitive gaze of the individual.