Artistic Stories: An Intersubjective Path for the Narrative and Bodily Construction of Emancipatory Identities in Compulsory Secondary Education in Catalonia

Abstract

This paper starts from the idea that the competence system in the Catalan educational system is based on a new episteme to reproduce identities in coherence with power. Based on this framework, we will aim to propose a pedagogical design that allows to develop emancipatory identities from memory and narration and corporeality through the performing arts during Compulsory Secondary Education (ESO, for its initials in Spanish). As for the methodology, our proposal will start from the potentialities of memory, which we will free from a veritative horizon to focus on how identity guides the exercise of memory, being aware that power derives from the fragility of memory to the fragility of identity. Thus, we will focus on how to build, through evaluation, spaces of intersubjectivity that can be beacons of resistance to the homogenizing impulses of collective memory. In order to make effective the intersubjective spaces, we will use the artistic action research as a creative and reflexive process and, in addition, we will expose two thematic axes that allow us to question our identity. On the one hand, we will have the backdrop of the Second Republic, the Civil War, and Francoism. On the other hand, we will introduce a fictitious story that will lead us through the processes of standardization of the bodies, where the work The Plague by Robert Gerhard will appear as a constant element. Our contribution raises a new educational horizon by guiding us through the scenic arts in the construction of possible intersubjective plots where we can develop unexpected corporal and narrative identities