Abstract
In this article, I examine two case studies of socially engaged art projects led by Cuban artists René Francisco Rodríguez and Lázaro Saavedra in the 1990s in Havana, Cuba. These professional artist–educators began defining curricula, art-based methodologies, and practices within tertiary art education in Cuba, re-enunciating their role of civic responsibility in society. Collaborative artistic proposals then emerged as forms of learning, encouraging problem-solving strategies when interacting with communities in situ and with the public, which I term author pedagogies. First, I analyze the Cuban sociopolitical scenario that led to the birth of these socially engaged art (SEA) projects, considering their relations with the neo-avant-garde and the expanded notion of art. Second, I examine the modus operandi of SEA projects, aided by Mikhail Bakhtin’s dialogical and carnivalesque notions, among others. These approaches demonstrate the significance of these author pedagogies in understanding “thyself” as a form of “another” transcultural subject.
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