Artistic practices and pedagogical resistance in educational contexts of social exclusion. Performance in the classroom

Authors

DOI:

https://doi.org/10.58265/pulso.8800

Keywords:

Pedagogical resistance, Pedagogical touch, Educational transfer, Artistic practices, Performance

Abstract

This article analyses the potential of artistic practices as forms of pedagogical resistance in educational contexts marked by social exclusion. Based on situated research carried out at IES Jordi de Sant Jordi (Valencia), it explores how artistic practice—and, in particular, performance—can transcend the normative logic of the school institution and activate spaces for collective experimentation. Using a qualitative, hybrid, queer and undisciplined methodology that intertwines critical pedagogy, artistic research and life experience, the article examines Projecte ACORD: Accions Col·laboratives i Recerca Docent (ACORD: Collaborative Actions and Teaching Research Project), with a special focus on a performative practice carried out with 1st year secondary school students. The analysis shows how the activation of the body, the re-signification of spaces and pedagogical touch generate island-truce practices to question hierarchies, problematise the notion of normality and open cracks in hegemonic school dynamics. Far from proposing a replicable model, the article shares an ongoing process that conceives education as a cultural and political experience aimed at imagining more liveable ways of inhabiting the school.

Author Biographies

  • Joaquín Artime Pinilla, Investigador Independiente

    He lives and works in Valencia. Between 2023 and 2024, he was awarded a Margarita Salas Postdoctoral Grant at the Universitat Politècnica de València (ES), with a first-year placement at the Universitat de València (ES). Through this grant, funded by the Spanish Ministry of Universities and the European Union – NextGenerationEU, he developed the project Archivo Queer de Artistas Visuales. València, 1975–2024 (Queer Archive of Visual Artists. Valencia, ES, 1975–2024), a web-based repository that brings together artists and artworks addressing sex-gender dissidence in the city of Valencia.

    He holds a PhD in Art: Production and Research from the Universitat Politècnica de València, with the dissertation Words, Words, Words. An Analysis of the Use of Writing in Artistic Practice through Five Case Studies (2021). He was an FPI doctoral fellow from 2017 to 2020 within the Laboratorio de Creaciones Intermedia research group (Department of Sculpture). He also holds a Master’s Degree in Artistic Production (2016) and a Bachelor’s Degree in Fine Arts from the Universidad de La Laguna, where he received the Special End-of-Degree Award (2007).

  • Mireia Mirco Gascón Gimeno, IES Jordi de Sant Jordi, València

    Their career has been linked to social movements and as a teacher and educator in community intervention programs within the associative fabric. They are member of the Estirant del Fil collective for reflection on teaching practice. They have collaborated as a teacher at CEFIRE in Valencia, accompanying teachers in processes of altervision of teaching practice.

    They currently live and work in Valencia as a vocational training teacher at IES Jordi de Sant Jordi, in the Higher Degree cycles of Gender Equality Promotion and Sociocultural Animation. They are a member of Geometries Grup de Recerca en Formació Professional, which researches sociocultural experiences and pedagogical resistance based on artistic practices in contexts of social exclusion. In 2024, he received the Museari Award for Teaching.

  • Ezequiel Julio Montagud, IES Jordi de Sant Jordi, València

    He is a social educator and sociocultural animator. He is a vocational training teacher in the Professional Family of Sociocultural and Community Services at the IES Jordi de Sant Jordi in Valencia. He is currently an associate professor in the Department of Didactics and School Organization at the University of Valencia and participates in the teaching innovation project of the Permanent Training Service for Educational Innovation at the University of Valencia. 

    From 2025 to 2027, he will coordinate the pedagogical innovation project Repensar els espais. Innovar els espais. Espais d'expressió artística col·laborativa (Rethinking spaces. Innovating spaces. Spaces for collaborative artistic expression) of the Regional Ministry of Education, Culture, and Universities. 

    He is a member of Geometries Grup de Recerca en Formació Professional (Geometries Research Group on Vocational Training), which investigates sociocultural experiences and pedagogical resistance based on artistic practices in contexts of social exclusion. In 2024, he received the Museari Award for Teaching.

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Published

2026-07-17

Issue

Avance - Núm. 49 (2026)

Section

Research and studies

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How to Cite

Artime Pinilla, J., Gascón Gimeno, M. M., & Julio Montagud, E. (2026). Artistic practices and pedagogical resistance in educational contexts of social exclusion. Performance in the classroom. Pulso. Revista De educación, 49, 1-15. https://doi.org/10.58265/pulso.8800