Marcos semánticos y a/r/tografía visual en educación patrimonial.

This article addresses the study of the theory of frame semantics applied to heritage access. Based on the conception proposed by cognitive linguistics of the semantic framework as a tool for understanding, we present a study that explores the possibilities of this instrument as a catalyst for processes of teaching-learning of heritage. Taking into account the features of the a/r/tographic approach, the study is organized as a visual art practice in which research, education, and artistic creation are presented as simultaneous actions that feed back on each other. In such a way that the process and the resulting images are themselves an object of analysis, a research instrument and an educational proposal. [ABSTRACT FROM AUTHOR]