Mario Mogrovejo Dominguez

ALLIYASUNCHIS (WE WILL HEAL) Artistic Practices to Heal Peruvian Ert Rethinking Art Schools, Beginnings of a “De-artization” in Peru

Mario Mogrovejo Dominguez

Abstract:

De-artization as a concept seeks to challenge the dominant understanding of art, which has traditionally been defined by the technical, conceptual, and procedural frameworks derived from the Western world. It asserts that art is not solely shaped by Western epistemologies, particularly those originating in Europe. In Peru, art schools function as legitimizing institutions for Western art, often refusing to recognize pre-Hispanic art as a legitimate form of artistic knowledge. De-artization involves acknowledging pre-Hispanic heritage as a valuable artistic and intellectual legacy, deserving of recognition as art in its own right. In this context, dismantling the structure of art education in Peru means questioning and deconstructing the hierarchical, ontological modes of knowledge that have shaped the art education system to date, particularly the Western-centred epistemology of art-making and viewing.

This proposal calls for a return to an understanding of our own history, facts, and arts in a contemporary context. De-artization is not simply a methodology nor a return to the past; it is an active process of unlearning, reflection, and transformation aimed at challenging colonial power structures. It seeks to shift the focus from mere pedagogy to a broader reconsideration of the colonial order that has historically shaped Peruvian education. Therefore, de-artization begins with recognizing the educational issues in Peru and opposing the imposition of foreign forms and content in the learning process. Through its educational framework, de-artization promotes disruption and critical reflection on the colonial nature of art education in Peru. By embracing de-artization, we can propose a distinctly Peruvian epistemology to reimagine the role of art education.