Representations of art education in public policy: The Colombian case

Abstract

This study addresses the representations that inspire Colombian public policy on arts education. The images, values and algorithms found in the design of diagnoses, plans and programs for the development of artistic education are analyzed through the concept of referential. The information is based on a documentary analysis by frequencies found in two sectors: education and culture. The results indicate that the representations that inspire the policy are dispersed and diverse. There is a prevalence of images that privilege the functionality of artistic education and the promoting values of peaceful coexistence and consolidation of a sense of national identity.