Program of community coexistence at secondary schools in Neuquen: Artistic interventions as “bonus track”

Abstract

In this article, we present the results of a qualitative research that addresses coexistence by studying the programs that some high schools in Neuquén produce, to process what breaks into the ‘school order’. The general objective of the research is to get closer to thinking about the production of school relationships from the dynamics of inclusion-exclusion, trying to analyze the ways in which schools process conflicts.
The analysis presented here focuses on one of them, from the ‘pedagogical point of view’, which construction is based on the artistic interventions at one of the schools studied.
The purpose is to show how these interventions at school space were constituted as a way of approaching the conflicts that disturbed the institutional daily life and which effect transcended the intended purposes. In addition, we show an elaborate conceptualization of ‘space’ as a school product and produce, key to analyzing the programs of coexistence.