De la selfie a la autorepresentación: artes visuales, imagenes e identidad. Análisis hermenéutico de una residencia artística en educación secundaria
The central role of images in contempo rary culture poses significant challenges to education. The ubiquity, massive cir culation, and consumption of images are integrated into the culture and sociability of young people. They are exposed to the “empire of the selfie”: a constant capture of one’s ow...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/217581 |
| Acceso en línea: | https://doi.org/10.6018/educatio.679071 http://hdl.handle.net/10201/217581 |
| Access Level: | acceso abierto |
| Palabra clave: | Aretes visulaes Artista en reidencia Auto representación Art education Visual arts Artist in residence Self-representation Éducation artistique Arts visuels Artiste en résidence Autoreprésentation Educación artística No relacionado con ningún objetivo de desarrollo sostenible |
| Sumario: | The central role of images in contempo rary culture poses significant challenges to education. The ubiquity, massive cir culation, and consumption of images are integrated into the culture and sociability of young people. They are exposed to the “empire of the selfie”: a constant capture of one’s own image through mobile de vices that often ends in yet another self representation on social media. As is well known, self-representation on social me dia is often under pressure from social ste reotypes or openly yields to the conditions described by Lipovetsky (1993) of narcis sism, hedonism, and hyperconsumption. This hyperexposure of the self on social media is changing both modes of subjec tivation and modalities of sociability. In this article, we explore the possibilities of the visual arts as alternative modes of experience—modes that enable critical reflection on self-representation. We use as a case study the experience of an artist in-residence at a secondary school. The research compiles on-site observations of the sessions and participants’ narrative ac counts, which are subsequently analysed by establishing categories and subcate gories to identify pre-eminent themes. By comparing the accounts of the different roles involved (artist, participants, tea chers), we aim to assess the meaning and significance the experience had for them. We found that interaction with the artist provided valuable elements of critical re f lection for students regarding the issue of self-representation. |
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