The country is clearly identified by its creative talent in the arts, much of this talent belongs to an artistic tradition typical of indigenous cultures, as well as interventions in new types of art. However, it must be borne in mind that this represents more than great shows and immense works, they are the result of an intellectual act on society and the expression of the deepest feelings brought to the scale of the material, here the Colombian has collected thoughts, ideas and feelings throughout history, making them visible and perceptible to others. has created an internal reading of its situation as a social actor and has 4. See: www.mineducacion.gov.co/1759/w3-article-235125.html 6. See: www.colombiaaprende.edu.co/html/micrositios/1752/w3-article-34892. 1. For more information, see: www.educacionbogota.edu.co/es/?option=com_phocagallery&view=categ. 2.2.5. 1278 of 2002 Promulgation of the Statute of Professionalization of Teachers It is crucial that the education system studies, recreates and historically studies the traditions, beliefs and worldviews stored in the artistic tradition of Colombia, America and the world at large. Since these traditions have disappeared due to misunderstandings of modernization, a series of forests, lagoons and enchanted wells have disappeared from the collective imagination, it is not a question of remembering and telling traditions in schools, it is necessary to live, live, represent, if the material means allow it, in the same way as cultural environments such as museums and cultural centers to support the programmes School. Colombia is a country that is constantly involved in the development of educational policies aimed at improving the quality of education. Arts education is part of this ongoing process that aims to nurture the talent of cultures and promote programs that fully develop individuals, either through their expressiveness or through the preparation of highly productive individuals for the traditional arts of the country`s ethnic groups. « Education is a process of continuous, personal, cultural and social formation based on an integral conception of the dignity, duties and rights of the human person » 4Article 1 of Law 115, Predispositions.
If the visible and perceptible experience of the natural environment in general is considered a constructive experience of knowledge, it is permissible to recognize a dialogue, it does not consist in the simple copy in a drawing, because it does not meet the needs of adolescent children, it consists in concentrating efforts more so that the student community develops expressive skills. in an interpretative and analytical way, without losing the authenticity that each student imprints on their feelings by admiring nature, recreating ideas and producing works that create an artistic experience. While it is known how concepts derive directly from perception, it allows educators to develop in children the skills to construct concepts and represent life forms from their perception. Producing individuals who promote an awareness of being from the act and aesthetic judgment is a task of artistic education, because man gives dimensions of value to artistic expression or experience through judgments of selection, appreciation and criticism in common activities where they acquire meaning. 2.2.7. 1295 of 2010, which regulates the register of qualifications in accordance with Law 1188 of 2008 and the provision and development of academic programmes in higher education. The Act, with full knowledge of its legislative powers, grants educational institutions sufficient autonomy to tailor the institution`s curriculum to those programs that best meet the needs of the community. The curriculum of the General Education Act is considered to be an articulated element of dynamic and constantly developing curricula that allows for the formation of integral persons. 2.2.4.
2247 of 1997, which lays down rules for the provision of educational services in pre-primary education and prescribes other provisions 2.2.8.1. Decree establishing the rules for the education sector. 3.2.2. Compendium of cultural policy 2010 M:in Culture 2.2.9. 1815 of 2015, which regulates the allocation of the public education service by certified local authorities and transfers a chapter from Decree 1075 of 2015. 2.1.1.3. Law 1188 of 2008, which regulates qualified enrolment in higher education programmes and enacts other provisions. For the Ministry of Culture, arts education is a strategic area for the formulation and implementation of public policies that make it possible to include the different levels and modalities of artistic education in accordance with the competence granted by the General Law on Culture. In this endeavour, the Ministry of National Education is the most important ally. untranslatable values that speak to the integral human being, as art has always done » 5.2. See: www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=40384 and www.humanas.unal.edu.co/red/files/8712/7072/3221/Informes-documen.
2.2.2. 1860 of 1994, which partially regulates Law 115 of 1994, in general educational and organizational aspects. 2.2.6. 1290 of 2009, which regulates the assessment of learning and support for primary and secondary school students. allowed the viewer to interpret his own environment and his collective environment. GUIDELINES AND AUTONOMY IN THE CONSTRUCTION OF THE VISUAL ARTS CURRICULUM 2.1.2.3.1. Arrangements for organising the provision of educational services 2.1.1.1. Law No. 749 of 2002, which organizes the public service of higher education in the modalities of technical, vocational and technological training, and other provisions are dictated.
3.2.3.1. recognizes culture and art as an integral part of the education of the individual Artistic practices, as central axes and active component of educational processes, make it possible to strengthen the processes of learning and creation through cultural exchange and the collective construction of knowledge. Thus, people not only appreciate the sensory experience that art gives them, but they also become active actors in these practices and know the different expressive languages of the arts. That is to say, art is constituted by education as a space for the development of the person and constitutes a right of all citizens. 2.1.2.1. Law No. 29 of 1990, which contains provisions to promote scientific research and technological development and grants extraordinary powers. 2.2.7.1. Qualified enrolment in university higher education programmes. 2.2.1. 2277 of 1979 Adoption of the Regulation on the Practice of the Teaching Profession.
2.1.1.2. Law No. 30 of 1992, which organizes the public service of higher education. 2.2.3. 709 of 1996 laying down general rules for the development of teacher training programmes and the conditions for their professional development. 2.1.1.3.1. Quality conditions for higher education. The law is clear when aspects such as the case of evaluation are highlighted, a process that must be carried out not only in the academic programs, but also in the administrative and logistical programs of the institution, for this purpose in the academic case, in which case the institution must project performance indicators according to the study sets. The arts education team advises and supports the processes, with artistic training developed at the Directorate and the Ministry and supports the human capital building team, centralized at the Directorate of Cultural Heritage, in the implementation of the National Qualifications Framework policy. He also coordinates the Creative Colombia Project for the professionalization of artists and the creation of the National System of Education and Artistic and Cultural Training – SINEFAC – articulated with the Ministry of National Education.
The intervention of the Ministry of Education through the Curriculum Guidelines of the Field of Artistic Education is clear and defines this area as fundamental and mandatory for the formative development of the student.
