El graffiti escolar como práctica de literacidad multimodal. Un estudio etnográfico en una escuela secundaria de Bariloche.

Abstract

Thinking about graffiti is thinking about the narrative of the human being. The need to leave a lasting mark emerges in cave paintings; we can trace the presence of graffiti from the Roman streets to national literature (Sarmiento scribbling "On ne tue point les idées" upon leaving for exile with charcoal on a wall), to emerge latently and forcefully in the feminist slogan "the walls are painted, the girls don't come back." One need only enter any secondary school to see the school furniture completely scratched or graffitied. The truth is that these manifestations are a faithful reflection of the context in which they occur and the social tensions that arise there. We understand graffiti as any inscription made in a public space not intended for that purpose (Blume, 1999; Gándara, 2003; García Aguirre, 2010). For this reason, Sheivandi (2015) points out that graffiti has been considered a genuine map of representation of reality, as well as an evolving medium in which people reflect their cultural identity using artistic and social modes of expression. Likewise, Blume (1999) points out that the definition of graffiti must remain relatively vague given the extreme complexity and multifaceted nature of its category. In this study, we consider it to be a literacy practice in public space, which materializes a series of social tensions present in power struggles and citizens' identity constructions.