The potential of the arts to imagine another education. Learning from movements, positions and transits in the case of the Pepa Colomer School

This article invites one to think about learning experiences in which artistic practice is transversally submerged within an institute-school, in this case that of Pepa Colomer School; firstly, a referential framework is briefly presented which lays the basis for the work in this vein, particularly highlighting the potential of the arts when reimagining educational processes. For this, the notion of social imagination proposed by Maxine Greene (1973, 1995) helps one to think about the connections between two apparently distant worlds (Martínez 2020), where their conjunction allows for the generation of spaces for political transgression and transformation of education. In this way, the arts favour the connection between the individual and the collective, facilitating agential capacities (Mahlknecht 2017) for students, teachers, and the education centre itself.

Secondly, suggesting the need to link regulated education with the society and culture in which it exists is reflected in the possibilities and tensions of the arts in order to trigger ways of learning together which transcend classrooms and disciplinary content. All of this with the collaborative work of the teachers at the Pepa Colomer School and external educators linked with the cultural life of the city in which it is located. In this regard, the experience we remark upon displays the confluence of a Central Artistic Project with external projects generated by cultural entities, which invite one to imagine collective ways to learn that affect life both in and out of the education community.