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Children will have the opportunity to handle the cards, and to see the art and study the stamps and post marks. Documentation will be provided to all children who enter. The form which the recognition takes will depend on the number of entries the museum receives. If possible, a list of children's names and countries will be mailed to each child or care giver who enters on behalf of his or her group.

If you wish to receive documentation and you are concerned about your child's privacy, list your workplace address instead of the home address. If you'd like to participate in the Belgian project, make a self portrait or portrait of the living environment of children today. Any size, any medium. Children up to 12 years of age are eligible. The project is open to individual children and to groups schools, youth houses, clubs, etc.

All work will be exhibited from April to June, Documentation will be provided to all participating children. Workshops with children were organized in Brussels' schools and youth houses last May. The children who attended will participate in this project and contribute to other mail art shows.

Exchanges and contributions are planned with other children's groups all over the world. International contacts to develop a mail art network for, from and between children are: This list will be growing together with the expanding project. Adult mail artists can support the activity by sending art materials to the children in Belgium.

  • Cómo seduce cada signo - Vacaciones en Gredos
  • Zygmunt Bauman
  • LA FAMILIA, LA ESCUELA Y LOS LÍDERES DE LA SOCIEDAD.

Favoreciendo la aventura en su arte, se involucra por completo en el acto creativo. O sea, que se hace mientras se inventa y se inventa mientras se hace. Es desde este concepto que suelo realizar mis pinturas.

We must refer, in principle, to the spatial and temporal unity of the representation contributed by Renaissance art to achieve an impression of wholeness.

Similarly, we also have to make mention of what Clement Greenberg said about the contrast of value, the opposition of light and dark colors has been one of the main means of Western pictorial art, much more important than perspective, to achieve the convincing illusion of three-dimensionality that sets it apart from other traditions of painting.

Therefore, for this Cuban artist, graduated in fine arts, with vast experience and a list of honorable mentions and awards, the profound knowledge and the utilization of this thought in a pictorial exercise with virtuoso connotations spans a bridge to aesthetic conceptions which have marked art history up to the present, with the clear difference that his work introduces his codes and encryptions, his winks and nods.

Maybe it is there where resides the taking of something from others retains its reverse, so well structured, magically submitted to a plastic argument so subtle that the origins have metamorphosed with even surrealistic spells.

Calaméo - Latin American Art 4

No doubt that even the textures and fillings, which are the basis of opening up these window spaces which are each painting and some of their configured perspectives; they are all the continuations of a chapter already staged, but into which has been built an accent of malevolence, of redemptive disbelief, of reflection and opportunity, a collection of sensations, at first full and later mutilated, wonderfully mutilated. As spectators we ask the reasons why an island and Caribbean painter is looking for the root of this pictorial fate.

And it is because this island painter, this renaissance virtuoso on this Caribbean island, makes of it a regenerative and diachronic element to compose a contemporary breeze that deals with the irony and the glorification of the act of painting, in order to bring us into a rereading of historical synthesis while being at the same time affectionately mendacious.

Classic, mocking; a perfectionist, he is focused on his work having enough fantastic culmination to dive both into the idyll as into the interrogative sense of what can happen if at a given time all these characters come out of the frame, which is what they are seeking-their lust for life and immortality- and accompany us for life.

Perhaps even he wonders what this beginning of the XXI century means to signal a plastic horizon that seeks re-enacting paths, which are not easy to punish with expiration through a hidden and abstract encryption. If this were so, we would be, as observers, in the orbit of his work which begins at the end and continues until the beginning, of the cock that has grown so much because it is a symbol of rebellion that at the last minute accommodates itself in that initial place without take the next step.

Would there be room for him beyond? In short, there is no doubt that his creative conception springs from unusual presuppositions that add delight, splendor, iconoclastic decay and ludic insemination in a territory that needs this to calm all its accumulated thirst. Aixa-an Arabic-sounding name- a mischievous and laughing Sanjuanera that, like a hurricane, sets us right in the heart of the Caribbean. And in the eye of the storm where everything is calm- winks at us with powerful and evocative work, with her sinuous femininity and bold mania for telling us stories.

Aixa shows us, in that time halted in the center of the cyclone, the pictorial substance of which dreams are made, the passion and the poetry of her work. Aixa Requena is a provocateur. Through colors, pictorial forms and photographical substrates assembled in glass boxes, the artist provokes us to rethink the world in its constant and rapid evolution.

Aixa Requena is not so easily seduced. Aixa Requena proposes, instead, a dialogue in which the universe of shapes becomes meaningful way beyond the mere act of looking. In her creative world mythic and everyday space and time converge simultaneously, legendary, intimate and timeless. Her proffer is more risky, and therefore breaks with the tradition that paradoxically is sustained and evoked in each piece.

Hence the nostalgia of her canvases. The melancholy that grips us when we behold her work. Through the colonial archways of her studio, which overlooks the splendid San Juan Bay in Puerto Rico, Aixa has been forging her pictorial corpus.

Nothing is as it seems.

Zygmunt Bauman – Arts i Humanitats

The artist leads us to a constant and complex critical review of certainties and beliefs. In the wonderland of her work, this Caribbean Alice places us before a door, which, when opened, shows us our own reflection in the mirror, or the reinterpretation of ancient myths and the rewriting of a buried story. Over the course of three decades of expressive search and incessant formal experimentation, the artist has woven her own language.

A story open to the sea like an Antillean horizon. The sea, as a starting point to launch herself into the challenge of exploration. A sea in the peaceful calm of a tranquil turquoise blue, a sea sometimes enraged whose waves pound furiously to provide a new contour and an unfathomable tonality to the shapes. Times that are woven in a continuous swaying, like ocean waves: Evocations that intertwine with a personal imagery and converge in the mystery of her work. We also rode on the New York subway with her for a journey to the pulsating center of the city where her gaze recreates a wonderful experience.

To capture her pictorial world the artist experiments with technical resources such as photographical printing on canvas and other surfaces. She pours photo emulsion on aluminum to create effects and uses digital techniques and videos in her installations. In her most recent pieces, Requena works with three-dimensional boxes, creating holographic appearances.

The result is a 3D reality, with a conceptual wink indicating that not everything is as it looks A game of perceptions and perspectives. Her eloquent content, her narrative, sustains the image.

Latin American Art 4

Aixa Requena is like her Caribbean Sea, peaceful and disturbing at the same time. If any color evokes her gaze it is the intense noontime blue in the sea visible from the archways of her San Juan studio. Aixa is turquoise blue color. Aixa Requena es una provocadora. Nada es como parece. Una historia abierta al mar como horizonte antillano. Un juego de percepciones y perspectivas. Su elocuente contenido, su narrativa, sustenta la imagen. Aixa Requena es como su mar Caribe, apacible e inquietante a la vez.

Aixa es color azul turquesa. The figurative world seemed rich enough in both the pictography as in the history as to imagine myself analyzing, trying to decipher feelings and ideas, vital moments in the life of an artist between lines and patches of color.

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Not all artists, figurative or not, manage to convey that feeling of satisfaction when you look at their work, so why does Pedro? Pedro has achieved, in my opinion, the most difficult aspect in the journey of an artist: More than solo exhibitions and many more collective, private and institutional collections and well-known awards in his native country Cuba and outside of it, in a vouch for career of relentless pursuit and steady pace.

To impose oneself artistically is costly, although it may seem ironic, few artists are able to live fully supported by their art and create their place in a very elitist and competitive world. He is an artist of strong temperament, but he does not let that impulsivity mark his work, the space is always somehow delimited, within it he unleashes movement, spontaneity, he controls emotions, but they are there.

This explosive containment is full of signs and evocations and displays the different environments, moments, feelings in which they were created, although without deviating from his own personal stamp and voice which translate major changes in his life. How can a combination of colors, lines and forms enable us see sadness, happiness, passion, restraint Contemporary Art Space trailerparkproyects.

These sources provide a set of universal archetypes that allow me to re-interpret our current socio-economic and cultural conditions holistically, viewing world history as cyclical and interconnected from an archetypal perspective. This enables me to emulate indoctrination strategies and devices from the time of the conquest of the Americas in order to provide historical continuity and a link between the colonial and the neo-colonial narratives.

Living in an information age with transnational corporations acting as the new colonial powers, I recreate intimate 2-D theater stages where I appropriate, recontextualize and orchestrate figures from history, religion, mythology and pop culture into anachronisms, parodies and satirical narratives that mirror my experience of the world today.

After obtaining a B. I am also represented by Petrus Gallery in Puerto Rico. For more information you may contact me at retabloarts gmail.

Maykel Herrera offers his palette and shows us his readings through a brush that projects a wide array of realities. Those who have come close up to his infants, learn of tenderness and intelligent discourse, learn of the work of a man who assimilates existence amid constant renovations, amid certainties and avatars, between the back and forth of a fan that becomes a cool breeze inside Cuban visualization.

His work grows and the followers who discover it, widen his routes which are at the same time, of an artist who proposes, suggests, mobilizes thought from seduction, from elements which we recognize as ours and which perhaps achieve their maximum expression, in that instant recognition by the senses.

The colors emerge with the vitality of the stokes, with the beauty contained in these works that provoke you to keep your wide eyes open and in which to close them would be to ignore the worlds that are bequeathed to us by Maykel Herrera.

He is a painter, a chronicler who knows how to record his ideas, supported by a prodigious combination of image and reality.

Los posmodernos. La muerte de los grandes relatos da paso a la idea de la posmodernidad

From out of these spaces, for which he has taken ownership for himself and for all, the artist does not desist and opens various doors that shed lights. These groups are seeking a more equitable social model, in the face of the obviously unjust distribution of material and symbolic goods and the state's abandonment of its leading role in social policies. We may summarize these ideas of globalization as representing a new field of competition in which two different currents and philosophies collide: This process, at once global and local, tends to weaken national sovereignty, specifically that of developing countries, and to promote the concentration of wealth and knowledge among the elites of industrialized countries.

If the distribution of income is in general unsatisfactory, at both the international and the national levels, we must say that the distribution of knowledge is even worse. While the ratio between the lowest and highest quintiles internationally is 0. This gap between worlds, regions, countries and groups of people takes on complex dimensions because of persistent tendencies towards cultural exclusion, through ethnic, racial, gender 5 or generational segregation. The consequence of this new global model of inequality and exclusion makes itself felt in the inability of marginal social groups and segments to participate in society.

The new information and communication technologies ICTsespecially the Internet, which are growing at a pace unprecedented in human history, 6 are part, and indeed strategic instruments, of this inequitable concentration of symbolic and material incomes at the world level.

Cyberspace and its "Web" constitutes a field that stimulates the unequal and inequitable exchanges that characterize the present-day world of globalization and exclusion; 7 the selective distribution of this tool and its language produces and deepens the symbolic and material gap referred to above. In Latin America and the Caribbean, use of this technology has spread widely in geographic terms, but it is of benefit only to specific groups: This situation of cultural exclusion points to the need for research into the social impact of the Internet within the cycles of cultural and economic production and consumption in Latin America and the Caribbean, a region in which we find, at the same time, the selective spread of the Internet, massive growth in the consumption of symbolic products or their messages via television, and steady impoverishment among the people, characterized by sharply declining incomes.

This initiative led to the selection 10 within the region of eight research projects on the social impact of ICTs in four priority development areas: This introductory paper does not attempt to summarize or describe the eight winning projects.

We have focused on a limited number of critical issues 12 common to all the research projects and articles that make up this book and that are vital for the study and design of public policies for communication and Internet culture consistent with the principle of social and cultural equity.

LA FAMILIA, LA ESCUELA Y LOS LÍDERES DE LA SOCIEDAD.

The reader will have the opportunity to learn about the eight research projects in the main body of this book, which also includes contributions from six specialists 13 on Internet copyright issues, public policies relating to the Internet, a proposed franchising system for telecentres and an analysis of experience with the MISTICA virtual community in building an equitable and socially responsible Internet culture.

In the first part of this paper, entitled "The instrumental view of technology and the construction of a new habitus for the flow of knowledge", we contrast Internet practices that were identified in school projects based on case studies from Chile and Colombia and in governance at the municipal level based on case studies from Buenos Aires, Montevideo and the Chilean towns of El Bosque, Puente Alto, Los Andes and Rancagua with the concept of the Internet as a new symbolic field for the flow and exchange of cultural capital and as a system for distributing signs and symbols knowledge through an innovative education initiative introduction of the Internet in the school system of Pinamar, Argentinaas well as the establishment of the MISTICA virtual community.

In the second theme for consideration, entitled "The Internet, a space for reproducing the dominant order and the emergence of new cultural propositions", we examine how the logic underlying traditional uses, viewpoints and power relationships is reproduced by introducing ICTs into schools and by experiments in local governance analyzed in the case studies referred to above.

We also look at the tensions that arise between this dominant philosophy and the emergence of a new way of representing and constructing social relationships mediated by the Internet, a contradictory dynamic that poses the principal challenges for managers of ICT projects and policies, in terms of incorporating them creatively into local spaces and cultures as a language and instrument for supporting social change.

In this analysis, we include a case study that addresses the incorporation of ICTs into the schools of two communities Tanti and Zapala in Argentina. Under the third theme, entitled "Challenges in building a fair and equitable legal framework for the Internet in Latin America and the Caribbean", we consider the importance of reinforcing the "right to communication and culture" and "Internet rights", as a starting point for the strategic changes that are needed in the juridical frameworks of Latin America and the Caribbean consistent with the construction of an Internet culture that respects personal and collective rights.

We focus on the issue of ICTs in relation to the individual's right to privacy, problems of copyright law, and the right to communication as the foundation of a system of community telecentres.

The conclusion of this paper, entitled "The Internet: These ideas are the central thread of the conclusion. The predominant approach today neglects the social dimension and function of ICTs as part of the processes of producing, consuming and distributing knowledge. Miguel Angel Arredondo, in his research report on "Introducing new information and communication technologies in two rural schools of central Chile" see discussion on "the school routine and the use of ICTs"argues that this lack of integration is reflected in the ritual practices that school authorities insist on as compulsory rules for students wanting to use computers e.

These habits reflect a view that makes the computer something sacrosanct, while in effect reducing it to just one more technical tool within the school system. He notes that priority is given to technical training which converts the computer into a simple database tool rather than stressing its potential as an instrument for communication and creativity.

Reducing ICTs to a tool in this way loses sight of their potential for fostering new relationships, new teaching methods and new forms of communication and learning.

We find similar phenomena in terms of the instrumental use of the Internet in experiments with introducing ICTs at the local government level. The research team headed by Susana Finquelievich, which examined experiments for incorporating ICTs into local government in Buenos Aires and Montevideo, shows how the Internet has played only a very conventional role in disseminating information, as a kind of newsletter "promoting traditional governance", without attempting to foster a culture of citizen participation or "cyber citizenship" see their "Does Buenos Aires have electronic government?

Uca Silva, in a study on the social impact of new ICTs in the Chilean towns of El Bosque, Puente Alto, Los Andes and Rancagua, shows how the introduction of ICTs in these towns has merely served the internal needs of local governments to improve their political information or marketing services see Silva on "The relationship between the municipality and the community".

As we can see, the instrumental approach to using ICTs is the predominant one, both in the school system and in local government, and it fails to appreciate the Internet as a new language or system of representation and communication: Particularly noteworthy in this regard is the work of the team from the National University of Quilmes, coordinated by Ester Schiavo, which set out to create a new habitus 16 for the citizen, i. We have included a detailed description of this experiment in the present book.

As will be appreciated, there are two conflicting tendencies or approaches when it comes to introducing ICTs in schools or in local governance: In the next section, we consider how these two currents meet.

The Internet, a space for reproducing the dominant order and the emergence of new cultural propositions The Internet does not produce change by itself, since it is surrounded by cultural, political and social orders and contexts and, generally, has been converted into an extension of existing power institutions.

In the education field, Arredondo shows how the disciplinary system of the school is reproduced through the use of ICT and how this new language or tool is reduced to a means of exerting control and power within the school.

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The computer classroom becomes a strategic part of the school disciplinary system e. On the other hand, this space becomes a point where the teacher loses authority, since the informal dynamics of interchange that it generates between students during computer practice tend to neutralize and diminish the teacher's capacity to control.

In this respect, the virtual classroom is an arena in which students' playful pursuits collide with teachers' authority: Arredondo and Cabrera see this failure to incorporate ICTs into school culture as a product of the lack of a comprehensive teaching philosophy, which is just part of the broader issue of bringing about in-depth change in the relationships and methods that apply to teaching and learning.

The virtual classroom, through the computer screen, becomes a way of escaping the teacher's control. The Internet marks the frontier between experience inside and outside the classroom, inside and outside the educational order. This point of conflict also marks the tension between the book-based culture, conceived as a form of pedagogical relationship and control over the student, and new forms of learning by navigating in cyberspace, which students pursue outside the school and away from the teacher's control.

This duality between the two opposing currents or philosophies requires a systematic effort at integration and synthesis that will incorporate the language of ICTs into school life and local culture, as part of a meaningful change in conventional teaching and learning methods. The same tension between traditional ways of exercising power and the emerging Internet culture, external to institutions, can be seen in the area of citizenship and local governance.

The projects that addressed this issue arrived at a common conclusion: Uca Silva shows how the web sites of the Chilean towns studied are used as a conduit for promoting the image of local leaders and in this way diluting the link between the municipal government and the citizenry, which should be strengthened by the introduction of ICTs see Silva on "The relationship between the municipality and the community".

Along the same lines, the team coordinated by Susana Finquelievich describes how local government practices in Buenos Aires and Montevideo do not encourage the use of ICTs, since this instrument is reduced to the function of a bulletin board or newsletter via the Web and loses sight of the kind of citizen interaction that could be achieved through the social use of ICTs see their "Does Buenos Aires have electronic government?

In school life we find anachronistic and paternalistic power relationships surrounding the use of ICTs. In his ethnographic study, Arredondo describes how, in rural schools in Chile, Internet access and learning also depends on bonds of understanding and dedication between students and teachers see "Theme 2. This point brings us to the need for ideas and activities to promote citizen-oriented teaching methods for ICTs, based on a new school culture, as the basis for building more participatory and just societies in Latin America and the Caribbean.

We shall delve further into this issue in the conclusion of this book. The research sponsored by FLACSO and IDRC found that efforts to promote the use of ICTs in the schools and in local governments are often undertaken through isolated initiatives by groups of technical experts from different institutions.

These initiatives are generally limited and kept within the traditional forms of power relationships paternalism, promoting the image of local leaders, adapting technology to the school disciplinary system, etc.

One way of neutralizing this tendency to reproduce the dominant culture through the instrumental use of ICTs is to foster projects that will articulate Internet use with integral approaches to local development and new citizen-oriented teaching methods see Scott Robinson's "The components of a hybrid model". Challenges in building a fair and equitable legal framework for the Internet in Latin America and the Caribbean A recurrent idea in much of the research, and one that arose throughout the discussions during the seminar at which the project results were presented, is the vital importance of consolidating the right to communication and culture, which includes Internet rights, as the key to ensuring equitable access to ICTs and fostering citizen participation.

This is the central objective for the agenda of civil society organizations that promote social policies in different fields health, education, local development, women's rights, cultural rights, etc.

Uca Silva see "Communication as participation" shows that an essential requirement for the exercise of citizenship rights is to use the right to communication as the basis for building links between local government and citizens, as a participatory relationship in which the citizen has the opportunity "to see, hear and speak", i.

This new principle or right must therefore be made the basis for any rules governing the exchange of knowledge, the exercise of citizenship and the freedom of expression through ICTs. These ICTs are conceived as a tool and a language, the social application of which can provide horizontal support to the exercise and development of social policies relating to education, health, social security, local development, scientific development, human rights, citizen participation, etc.: The adoption of a horizontal approach to communication, such as can be done through the Internet, would not only help to improve the level of political participation but would also make local governance see Susana Finquelievich et al.

Yet, in promoting the right to communication and culture 19 through Internet rights, we need to strike a balance between the free flow of knowledge and ideas conceived as a collective right and the individual's right to privacy conceived as a guarantee that protects a person's sensitivities. The research team coordinated by Carlos Gregorio see "The right to privacy, intimacy and personal data" warns of the danger facing citizens in societies and states that lack a democratic tradition with respect to the possible violations of fundamental human rights that may occur through the indiscriminate use of personal information on health, economic status, political affiliation, religious beliefs, etc.

This hazard has its roots in the powerful and publicly accessible search engines now available over the Internet and in the availability of databases that include personal information. Based on a detailed analysis of legislative history, international legal instruments and various laws in countries of Latin America and the Caribbean, their research proposes ways of balancing the right to communication and culture free circulation of information and knowledge, freedom of expression and the right to privacy, intended to protect personal integrity.

He notes that in developing countries, especially those in Latin America, there is a need to develop legal instruments that will provide for harmony between the right to communication dissemination of knowledge and laws governing copyright which protect intellectual property in a work as an exclusive right.

The author suggests that excessively strict limits on the dissemination of knowledge could become a straitjacket and could generate unequal relationships that would impede technological, educational and cultural development in the region, which means that a balance must be struck between the permitted uses of intellectual property 20 and the enforcement of copyright laws.

Scott Robinson see "The components of a hybrid model"in explaining his proposal for a franchise system for community telecentres, defines the right to communication as a fundamental requirement for achieving meaningful and equitable public access to the Internet. Finally, Roberto Roggiero reinforces this viewpoint by noting the need to encourage development of Internet rights as a direct corollary of the right to freedom of expression. This objective is the foundation for the project on monitoring Internet policies in Latin America and the Caribbean, one of the goals of which is to strengthen social networks and alliances working to defend Internet rights see his "The Latin America and Caribbean ICT Policy Monitor".

As we can see, a normative model for equitable access to and appropriation of the Internet must be based on a right to communication and culture that establishes a balance between individual rights, such as those to privacy or intellectual property, and social rights, such as that to the free dissemination of knowledge. A legal model of this kind, so essential to developing relationships of equity in access to knowledge, culture and the exercise of citizenship, can only be achieved by fostering strategic alliances among civil society organizations, the private sector, and national and local governments.

To understand how the Internet reinforces unequal exchanges, exacerbating the gap between rich and poor countries, between the elites and the great uninformed masses, we must understand it as a language and tool that exists in the midst of different cultural and political contexts.

It is essential to interpret it in each of these contexts and to ask: How does it work? In other words, we must understand the Internet as a field of competing forces composed of social groups that are subject to unequal power relations of domination and subordination in which various social factors state, private and civil society interact.

An undertaking of such magnitude will only be possible by promoting three parallel and convergent processes: Constructing a new vision and habitus for the Internet, i.

Reinforcing the right to communication and culture and Internet rights in daily practice as well as explicitly including them in national and international legal frameworks 3. Forming strategic alliances between civil society and its organizations, the private sector and government local, regional or national in an effort to foster the social development of ICTs in terms of both access and the use or social appropriation of this tool More detailed considerations on these three processes will be found in the conclusion at the end of this book.

Throughout this introductory paper we use the term information and communication technologies ICTs to embrace all technological and communications developments based on the Internet videoconferencing, chat rooms, discussion lists, e-mail, web-based systems, etc.

Saskia Sassenin his paper entitled "The impact of the Internet on sovereignty: Unfounded and real worries", explains: In many cases the governments of peripheral countries have made a great effort to place their national economies and their human and natural resources at the disposal of the forces and needs of the international market". An analysis of long-term trends in world income distribution The secondary school enrolment rate for females in the least-developed countries was These figures show the extent of gender inequity in access to education.

If we were to study and measure ethnic exclusion in education, we would find similar or greater inequalities.

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The Internet has the greatest growth capacity of any technology in human history. The following data from the UNDP report In only 0.

Martin Hopenhayn and Ernesto Ottone Latin America and the Caribbean, at first glance, have the greatest number of TV sets for every thousand people and at the same time the worst income distribution of any region in the world Foron average, the region had TV sets per thousand people East Asia and Oceania had an average of