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.
Universitat de València
