Tactile as an artistic-educational and cultural experience in integration establishments in Región Metropolitana de Santiago in Chile

Abstract

This article reports part of the results of a larger investigation, whose purpose was to identify the aesthetic-tactile categorizations present in the speech of students with visual disabilities in six integration establishments in the Metropolitan region based on the interaction with tactile works of art from a national artist. The study was qualitative with a phenomenological emphasis and with the ethnographic interview technique for the analysis of qualitative content related to sensory development, appreciation and aesthetic-tactile criticism. It was discussed based on four categories of analysis, concluding that experiences that involve the aesthetic-tactile are vital for inclusion, subjective and intersubjective processes, epistemological training of the student and a dialectic between critical educational experiences and cultural production.