Research

To investigate the various possibilities and potential of the arts for learning, teaching, creating, generating, and transferring knowledge across diverse fields and scientific, technological, humanistic, etc.

With this axis of interdisciplinary and transdisciplinary research, we contribute to the valorization of the arts in education, culture, and various industries and economies, favoring processes of learning and transfer of sensitive, affective, critical, poetic, and relational knowledge.

Rethinking the meaning of art education as a scenario for cultural production and transfer, and as a way to critically reflect on the ways of learning and being in university, authorizing oneself as knowledge producers, creating collaborative artistic processes, and generating situated and transformative practices in the (educational, artistic, social, professional) context.

Encourage students to embody a learning-based education focused on the exploration of the learning experience in order to overflow the stagnant frameworks in higher education.

Incorporate feminist, queer, and decolonial contents, practices, and references into our teaching practices and programs. Investigate and exchange experiences considering issues such as the coloniality of power and knowledge, as well as privilege systems in the university, teaching, and research practices.

Valuing diverse non-official, non-Eurocentric, and non-Western knowledges, reclaiming and expanding eccentric, southern, non-normative genealogies.

Address contemporary philosophical challenges in higher education to create a socially more just university and pedagogies. This axis aims to generate a forum to reflect on how critical posthumanism, affect theory, and new feminist materialisms provide a useful lens for higher education and demonstrate how these perspectives can benefit learning and teaching methods and practices.

Explore how arts-based approaches can be used to develop pedagogies in higher education that are relevant for the posthuman future and how these approaches can be employed within institutions to help prepare students for a participatory future.

We conceive the field of the performative from an expanded perspective, understanding it in a manner similar to what Brad Haseman proposes, that is, as a model that distinguishes itself from dominant paradigms (quantitative and qualitative) and therefore has distinctive protocols, as well as unique methods for evaluating the knowledge generated through arts-based or arts-informed research applied to any artistic field.

Thus, the research of this group explores the production of pedagogical-artistic discourses conceived as artifacts that generate a dual movement between exegesis and piece.

Creative methods based on the arts to promote critical and collaborative teaching-learning processes. In a hyperconnected and complex world, fostering collaboration strategies among university students becomes an urgent and growing necessity.

Not only to generate a more horizontal and democratic teaching-learning relationship but also because it is a necessary social competence in the workplace and in our social and cultural experiences.

Generate IBA articles that serve as artifacts which, in addition to being the exegesis of a research process, are presented in original ways (e.g., use of images, narratives, performances, etc.) that can embody knowledge transcending the exegesis itself, helping to pave new paths in these methodologies and consolidate the ones already in existence.

We emphasize the field of Performing Arts, as in the Spanish context, it has been integrated into academia relatively later, making it especially in need of pedagogical strategies that integrate theory with research and artistic practice in an organic way. Additionally, from an international perspective, IBA is underdeveloped in the performing arts field, making the contribution of this collective particularly valuable in this regard.

Outside the academic realm, the goal will be to demonstrate how the triple line of work can also be effective in the context of non-formal learning, having a relevant social and community impact.