Jose victor Villalba Gómez, Alfredo José Ramón Verdú, Pedro Victorio Salido López

La acción A/r/tográfica en el contexto urbano como instrumento para la reflexión crítica del entorno

Introduction

La acción a/r/tográfica en el contexto urbano como instrumento para la reflexión crítica del entorno. Estudio de A/r/tografía en entorno urbano con estudiantes de Educación Infantil. Impulsa la reflexión crítica del entorno y el análisis visual, revelando la ausencia de cuestionamiento crítico.

Abstract

Se expone un proyecto cuya parte central es una experiencia de investigación educativa en pleno casco urbano de una ciudad. La muestra es de 49 estudiantes en Grado del Maestro/a en Educación Infantil. El planteamiento metodológico pertenece a bases teóricas del Aprendizaje Situado con dispositivos móviles, la percepción del entorno, la A/r/tografía y el cuestionamiento crítico a través de la imagen, estableciendo una relación con la imagen, lo que se percibe y lo que se proyecta, influenciados por dichas imágenes. El resultado muestra, en general, una falta de cuestionamiento crítico, así como una gran ausencia del análisis de lo visual...

Review

The article, "La acción A/r/tográfica en el contexto urbano como instrumento para la reflexión crítica del entorno," presents a timely and relevant exploration into fostering critical reflection within urban educational settings. The project's central focus on an educational research experience, grounded in A/r/tography and Situated Learning with mobile devices, offers a compelling interdisciplinary approach to understanding how future educators engage with their immediate environment. This paper makes a valuable contribution by investigating the potential of visual and mobile technologies to cultivate critical thinking about urban landscapes, an area of increasing importance in contemporary pedagogical discourse. Methodologically, the project integrates several robust theoretical frameworks, including Situated Learning with mobile devices, theories of environmental perception, A/r/tography, and critical questioning through imagery. The study involves a substantial sample of 49 pre-service early childhood education teachers, providing a solid participant base for its investigation. The abstract clearly outlines the intent to explore the intricate relationship between perceived images, projected images, and their influence. While the abstract points to a rich methodological design, a full review would particularly be interested in the specific design of the "A/r/tográfica action" and how mobile devices were integrated to facilitate both perception and critical reflection in a situated manner. The preliminary findings presented in the abstract are particularly pertinent for the field of education, indicating a general lack of critical questioning and a significant absence of visual analysis among the student teachers. This outcome suggests a critical gap in the development of future educators' abilities to critically engage with their visual and urban surroundings. These results invite further discussion on pedagogical strategies to cultivate visual literacy and critical thinking skills, especially given the pervasive influence of images and digital media in modern life. The implications of this study are significant for curriculum development in teacher education, highlighting the need for explicit instruction and experiences that encourage deeper engagement with and critical analysis of the built environment.

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