Communiars. Revista de Imagen, Artes y Educación Crítica y Social - 2025 - Nº 13
URI permanente para esta colecciónhttps://hdl.handle.net/11441/169044
Examinar
Envíos recientes
Artículo Quirky AI, data bending, and algorithms in cornrows: decolonial practices in postdigital art and education(Universidad de Sevilla, 2025) Klein, KristinThe text explores decolonial approaches to AI in the arts, taking into account the concept of postdigitality which defines digital technology as deeply intertwined with social, cultural, political, and geographical environments. This integration leads to new sociotechnical forms, material- cultural conditions, and power structures that extend beyond mere digitalization. Artistic works that examine postcolonial power dynamics within the realm of digital technology engage with and challenge these intricate interconnections. Kate Crawford and Vladan Joler’s Anatomy of an AI System (2018), for example, exposes the sociotechnical assemblages AI is situated in, highlighting environmental and social impacts. Other artists use AI to amplify marginalized voices and perspectives: Stephanie Dinkins Not The Only One (2018) preserves cultural narratives through digital technology. Mimi Ọ nụ ọ ha’s Library of Missing Data Sets (2016) and Close Isn’t Home by Samantha Vasson and Grace Kwon allude to the politics of data collection, advocating for more inclusivity. Speculative artworks such as Hyphen-Labs’ NeuroSpeculative AfroFeminism (2016) finally envision alternative forms of technology by merging Afrofuturism and neuroscience, portraying Black women as technological trailblazers. The text weaves together artistic practices with art educational approaches to envision decolonial futures rooted in community, care, and collective knowledge. It advocates for decolonial strategies that promote inclusivity, diversity, and equity, fostering alternative narratives and transformative possibilities beyond dominant technological paradigms.Artículo Postdigital dysfunction in digital visual art and art education(Universidad de Sevilla, 2025) Wilson Sweeny, RobertPostdigital works of art disrupt utopian narratives of progress and perfection upon which much digital art is based. Postdigital works of art present socially relevant and critically potent opportunities for art educators to analyze these narratives, through dysfunctional forms of making that simultaneously draw from the past, present, and future. In this article, historical examples of visual art that use and address developing technologies will first be discussed, identifying utopian and dystopian themes. Next, the postdigital will be employed to analyze select digital visual works of art that further expand these themes. And finally, these postdigital works of art will be brought into a discussion with theories drawn from contemporary digital visual art education, with the goal that art educators can leverage the critical ways of making that these works of art represent.Artículo Desafios urgentes na relação entre arte/educação e outros campos de conhecimento nos territórios pós-digitais(Universidad de Sevilla, 2025) Gouvêa Pimentel, LuciaRelacionar conhecimentos de campos ao mesmo tempo distintos, mas que também podem ser integrados, tem sido um desafio no ensino/aprendizagem em arte. Considerando territórios como sendo espaços localizados, medidos, habitados, ou de relações e ações, territórios são lugares de viver. Como conceituar, então, os territórios pós-digitais? Que conhecimentos eles abrigam e podem ser compartilhados? Que relações exercem com as artes e seu ensino/aprendizagem? Como a arte/educação pode habitá-los? Que ações arte/educativas eles promovem? Como fazer deles espaços expressivos e de memória? Sentir-se pertencente a um território é uma necessidade fundamental dos seres humanos. O pertencimento refere-se tanto a questões de comportamento social, quanto de processos cognitivos e emocionais. É o sentimento de pertencimento que propicia a constância de interações e colaborações. São muitos os desafios; alguns são individuais, outros grupais e outros gerais. É necessário, portanto, haver preparação de docentes não só no campo específico de atuação em arte, mas também nas inter-relações entre campos de conhecimento e as intercorrências da pós-digitalidade.Artículo Postdigital transdisciplinarity: towards a new language of possibility(Universidad de Sevilla, 2025) Jandrić, PetarThis article begins with three questions: What is the unique quality of artistic knowledge? In which ways can artistic knowledge communicate with other forms of knowledge? What can we expect from such communication? The first question leads to the concept of in) commensurability, or the problem of speaking different languages. The second question leads to a discussion of communication and to theoretical attempts at developing a shared language. The third question leads to an inquiry of expectations, or the practical limits of disciplines speaking to each other. This is followed by a practical inquiry into collaboration across disciplines, based on the example of postdigital future studies. While the study also leaves many methodological challenges and unanswered questions, it does clearly indicate that transdisciplinary collaboration between arts and postdigital (future) studies is possible and beneficial for involved disciplines. More generally, the study shows that transdisciplinary research is useful for researching many questions of today; postdigital theory is suitable for transdisciplinary research; and current developments in postdigital transdisciplinary research offer a lot of potential. Transdisciplinarity is an important aspect of postdigital research, and the one in a need of further inquiry.Artículo Postdigitalidad y memética. Reflexiones educativas sobre la generación de imágenes con IA a partir del trending topic “Cuando el genio malinterpreta nuestro deseo”(Universidad de Sevilla, 2025) Racioppe, BiancaEste artículo se inicia con una reflexión acerca del contexto postdigital en el que se insertan nuestras prácticas educativas y culturales con las tecnologías. En este marco, se plantea la idea de meme como un exponente de postdigitalidad, tanto por su carácter de remezcla como por su naturaleza híbrida existencial en entornos online y offline. Asimismo, se analiza la creación de memes a partir del uso de inteligencias artificiales recuperando el caso del trending topic (tema en tendencia) “El genio malinterpretó mi deseo”, que se propagó en redes sociales entre los meses de abril y mayo de 2025. En relación con la metodología, y bajo un enfoque postcualitativo, se monitorizan y analizan diferentes etiquetas en las redes sociales de Instagram y X para indagar en las lógicas de construcción memética y en su pasaje de un formato digital artesanal a su generación mediante modelos generativos. Igualmente, se reflexiona en torno a la formación de comunidades a partir de las consignas vinculantes a temáticas populares en redes sociales. Por último, se aborda una práctica pedagógica relacionada con la creación de memes producidos con inteligencia artificial generativa realizada con estudiantes de los profesorados de artes del Área Transdepartamental de Formación Docente de la Universidad Nacional de las Artes (Argentina). El análisis problematiza no solo las lógicas de creación de los memes, sino también las limitaciones del diseño de la inteligencia artificial para producir imágenes que se correspondan con esta narrativa.