Tensiones entre las imágenes didácticas y el arte.

From an historical approach, this article focuses on the conditions under which images become schooling objects. By looking at the practices and conditions that support the categorization of images as a teaching device we aim to discuss the traditional distinction between didactic and artistic images. Three conditions that define images as schooling objects are identified and analyzed: the material display of images used at schools, the contexts of visualization and the conventions that shape the ways of seeing. We hope to offer some keys to promote other ways of approaching to images at contemporary schooling practices. [ABSTRACT FROM AUTHOR]