A través del tul: mediación universitaria en la experiencia estética en el museo

Abstract

This article examines educational mediation in teaching visual and plastic arts in museums, aiming to foster space appropriation, critical perception, and meaning-making. Integrating teacher training with hands-on museum experience through theoretical reflection, sensory exploration, and reflective writing, it highlights the importance of dialogue between university, museum, and students, oriented toward personal and social growth. It also explores tensions between teaching guides, practice-based approaches, and critical pedagogy, showing how mediation can foster meaningful aesthetic experiences.