{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,6,17]],"date-time":"2022-06-17T19:12:54Z","timestamp":1655493174051},"reference-count":24,"publisher":"Ediciones Universidad de Salamanca","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Hist. Educ. Rev. Interuniv."],"abstract":"<jats:p>Esta contribuci\u00f3n aborda la escritura de la historia de la educaci\u00f3n como una historia del presente. La historia del presente es vista como un estilo de raz\u00f3n concebido, a la vez, como un gesto metodol\u00f3gico y te\u00f3rico. Busca, a trav\u00e9s de un cuestionamiento de las zonas ciegas del presente, rastrear sus or\u00edgenes. No se trata simplemente de volver al pasado en busca de la verdad. Por el contrario, lo que la obra de Michel Foucault nos permite es percibir las contingencias, las arbitrariedades, las fragilidades y, tantas veces, la violencia que encierra un conjunto de presupuestos, de formas de decir, de ver y de pensar que utilizamos en el \u00e1mbito educativo. De forma m\u00e1s concreta, me centrar\u00e9 en el curr\u00edculo de la educaci\u00f3n art\u00edstica b\u00e1sica en Portugal, para mostrar c\u00f3mo se construye no a partir de una relaci\u00f3n con las artes, sino a trav\u00e9s de sucesivas capas hist\u00f3ricas en las que las representaciones del ni\u00f1o, de los m\u00e9todos y de los procesos de aprendizaje se alimentan de los lenguajes psicopedag\u00f3gicos con el objetivo de gobernar qui\u00e9n debe ser el ni\u00f1o y tambi\u00e9n qui\u00e9n no debe ser ese ni\u00f1o. Thomas Popkewitz se refiere a estas alquimias curriculares como el proceso de traducci\u00f3n que transforma un determinado conocimiento en una materia curricular, seg\u00fan las ret\u00edculas de racionalidad procedentes de la psicolog\u00eda. La educaci\u00f3n art\u00edstica no tiene que ver con las artes, sino que es una traducci\u00f3n de los principios psicol\u00f3gicos del ni\u00f1o a la escuela. Con este proceso alqu\u00edmico vienen tambi\u00e9n las reglas de c\u00f3mo se supone que los ni\u00f1os aprenden, qu\u00e9 etapas del desarrollo deben atravesar, c\u00f3mo se debe dividir y proporcionar el conocimiento y c\u00f3mo las artes reflejan la vida interior del ni\u00f1o. La producci\u00f3n de conocimiento psicopedag\u00f3gico sobre el ni\u00f1o producir\u00eda im\u00e1genes sobre lo que el ni\u00f1o es y sobre lo que deber\u00eda llegar a ser.El gobierno de la infancia encuentra sus l\u00edneas geneal\u00f3gicas en el proceso de gobierno del cuerpo social, en el que al poder de gobernar corresponder\u00eda siempre un gesto minucioso de producci\u00f3n de conocimiento sobre los gobernados. As\u00ed, una mirada a los curr\u00edculos desde este enfoque te\u00f3rico nos permite analizar no solo la estructura de la escuela, sino tambi\u00e9n las gram\u00e1ticas que la ponen en funcionamiento, y problematizar el ni\u00f1o ahist\u00f3rico del curr\u00edculo de educaci\u00f3n art\u00edstica como un proyecto mayor que tiene en el gobierno del ni\u00f1o (y simult\u00e1neamente del maestro, de los padres, de las familias, de la sociedad) su finalidad. Hoy, los lenguajes adquieren diferentes matices, las categor\u00edas se multiplican, pero la racionalidad presentada en los curr\u00edculos de educaci\u00f3n art\u00edstica sigue siendo la misma.<\/jats:p>","DOI":"10.14201\/hedu202140221241","type":"journal-article","created":{"date-parts":[[2022,2,13]],"date-time":"2022-02-13T11:10:56Z","timestamp":1644750656000},"page":"221-241","source":"Crossref","is-referenced-by-count":0,"title":["Historizando al ni\u00f1o ahist\u00f3rico del curr\u00edculum portugu\u00e9s de educaci\u00f3n art\u00edstica en la ense\u00f1anza primaria. La educaci\u00f3n art\u00edstica en la escuela como forma de gobierno del alma del ni\u00f1o"],"prefix":"10.14201","volume":"40","author":[{"given":"Catarina S.","family":"Martins","sequence":"first","affiliation":[]}],"member":"5351","published-online":{"date-parts":[[2022,2,13]]},"reference":[{"key":"ref0","unstructured":"Ari\u00e8s, P.: Centuries of Childhood. A social History of Family Life, New York, Alfred A. Knopf, 1962."},{"key":"ref1","doi-asserted-by":"publisher","unstructured":"Baumeister, R.: \u00abHow the Self Became a Problem: A Psychological Review of Historical Research\u00bb, Journal of Personality and Social Psychology, 52(1) (1987), pp. 163-176.","DOI":"10.1037\/0022-3514.52.1.163"},{"key":"ref2","doi-asserted-by":"publisher","unstructured":"Clifford, J.: The Predicament of Culture. Twentieth-Century, Ethnography, Literature, and Art, Cambridge and London, Harvard University Press, 1988.","DOI":"10.4159\/9780674503724"},{"key":"ref3","unstructured":"Educa\u00e7\u00e3o, M. da: 1o Ciclo do Ensino B\u00e1sico. Organiza\u00e7\u00e3o Curricular e Programas. Express\u00e3o e Educa\u00e7\u00e3o: F\u00edsico-Motora, Musical, Dram\u00e1tica e Pl\u00e1stica, n. d."},{"key":"ref4","unstructured":"Ferreira, A. A. d. C.: A Arte de Educar e a Psicologia Experimental, Coimbra, Imprensa da Universidade, 1919."},{"key":"ref5","unstructured":"Foucault, M.: The Archeology of Knowledge and the Discourse on Language, New York, Pantheon Books, 1972."},{"key":"ref6","unstructured":"Foucault, M.: \u00abDialogue on Power. Michel Foucault and a group of students Los Angeles\u00bb, en Wade. S. (ed.): Chez Foucault, Los Angeles, Circabook, 1978 [1976], pp. 4-22."},{"key":"ref7","unstructured":"Foucault, M.: \u00abNietzsche, Genealogy, History\u00bb, en Bouchard, D. F. (ed.): Language, Counter-Memory, Practice. Selected Essays and Interviews by Michel Foucault, New York, Cornell University Press, 1980 [1971], pp. 139-164."},{"key":"ref8","unstructured":"Foucault, M.: \u00abThe Subject and Power\u00bb, en Dreyfus, H. L. y Rabinow, P. (eds.): Michel Foucault. Beyond Structuralism and Hermeneutics, 1982, pp. 208-226."},{"key":"ref9","unstructured":"Foucault, M.: \u00abTechnologies of the Self\u00bb, en Martin, L. H.; Gutman, H. y Hutton, P. H. (eds.): Technologies Of The Self. A Seminar With Michel Foucault, Massachusetts, The University of Massachusetts Press, 1988, pp. 16-49."},{"key":"ref10","unstructured":"Foucault, M.: \u00abGovernmentality\u00bb, en Burchell, G.; Gordon, C. y Miller, P. (eds.): The Foucault Effect. Studies In Governmentality With Two Lectures By And An Interview With Michel Foucault, Chicago, The University of Chicago Press, 1991, pp. 87-104."},{"key":"ref11","doi-asserted-by":"publisher","unstructured":"Gaztambide-Fern\u00e1ndez, R.: \u00abWhy the arts don't do anything: toward a new vision for cultural production in education\u00bb, Harvard Educational Review, 83(1) (2013), pp. 211-236.Lowenfeld, V.: Your Child and His Art. A Guide for Parents, New York, The Macmillan Company, 1954.","DOI":"10.17763\/haer.83.1.a78q39699078ju20"},{"key":"ref12","doi-asserted-by":"publisher","unstructured":"Martins, C. S.: \u00abThe Arts in Education as Police Technologies. Governing the Child's Soul\u00bb, European Education, 45(3) (2014), pp. 67-84.","DOI":"10.2753\/EUE1056-4934450305"},{"key":"ref13","doi-asserted-by":"publisher","unstructured":"Martins, C. S.: \u00abFrom Scribbles to Details: The Invention of Stages of Development in Drawing and the Government of the Child\u00bb, en Popkewitz, T. S.; D\u00edaz, J. y Kirchgasler, C. (eds.): A Political Sociology of Educational Knowledge. Studies of Exclusions and Difference, New York and London: Routledge, 2017, pp. 105-118.","DOI":"10.4324\/9781315528533-7"},{"key":"ref14","unstructured":"Martins, C. S.: \u00abThe Alchemies of the Arts in Education. Problematizing Some of the Ingredients of the Recipe\u00bb, en Jo?rissen, B.; Klepacki, L.; Klepacki, T.; Flasche, V.; Engel, J. y Unterberg, L. (eds.): Spectra of Transformation, Munster and New York, Waxmann, 2018, pp. 41-57."},{"key":"ref15","doi-asserted-by":"publisher","unstructured":"Martins, C. S.: \u00abArts Education in Portugal in the Eighteenth and Nineteenth Centuries: Drawing and the Governing of the Student\u00bb, en Baldacchino, J.; Freedman, K.; Hall, E. y Meager, Nigel (eds.): The International Encyclopedia of Art and Design Education, Wiley-Blackwell, 2019.","DOI":"10.1002\/9781118978061.ead050"},{"key":"ref16","unstructured":"Martins, C. S.: \u00abPost-World War Two Psychology, Education and the Creative Child: Fabricating Differences\u00bb, en Popkewitz, T. S.; Pettersson, D. y Hsiao, K.-J. (eds.): The International Emergence of Educational Sciences in the Post-World War Two Years Quantification, Visualization, and Making Kinds of People, New York, Routledge, 2020, pp. 91-108."},{"key":"ref17","unstructured":"Martins, C. S. y Popkewitz, T. S.: \u00abThe 'Eventualizing' of Arts Education\u00bb, Sisyphus - Journal of Education, 3(1) (2015), pp. 7-17."},{"key":"ref18","doi-asserted-by":"publisher","unstructured":"\u00d3, J. R. do; Martins, C. S. y Paz, A. L.: \u00abGenealogy as history: From Pupil to Artist as the Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal\u00bb, en Popkewitz, T. S. (ed.): Rethinking the History of Education. Transnational Perspectives on Its Questions, Methods, and Knowledge, New York, Palgrave Macmillan, 2013, pp. 157-178.","DOI":"10.1057\/9781137000705_8"},{"key":"ref19","doi-asserted-by":"publisher","unstructured":"Popkewitz, T. S.: \u00abAlchemies and Governing: Or, questions about the questions we ask\u00bb, Educational Philosophy and Theory, 39 (2007), pp. 64-83.","DOI":"10.1111\/j.1469-5812.2007.00240.x"},{"key":"ref20","unstructured":"Popkewitz, T. S.: Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making the Child, New York and London: Routledge, 2008."},{"key":"ref21","doi-asserted-by":"publisher","unstructured":"Popkewitz, T. S.: \u00abStyles of Reason: Historicism, Historicizing, and the History of Education\u00bb, en Popkewitz, T. S. (ed.): Rethinking the History of Education. Transnational Perspectives on Its Questions, Methods, and Knowledge, New York, Palgrave Macmillan, 2013, pp. 1-26.","DOI":"10.1057\/9781137000705_1"},{"key":"ref22","doi-asserted-by":"publisher","unstructured":"Turmel, A.: A Historical Sociology of Childhood. 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