Esta investigación ha permitido generar una propuesta de apreciación de la obra “Melancolía I” de Alberto Durero, fundamentada en los siete principios teóricos de Edgar Morín en referencia a su propuesta del Pensamiento Complejo. Para ello, se propuso una guía de interpretación pedagógica que favoreció el análisis y la apreciación del trabajo mencionado. Con respecto a la naturaleza de la investigación, el método es de carácter cualitativo hermenéutico, mediante una relación dialógica entre artista, profesores y contempladores. Los resultados indican que los observadores relacionaron elementos fundamentales del grabado, conectando símbolos del renacimiento con su mundo interior. Producto de esta investigación, se generó una propuesta de interpretación de una pieza estética, que contribuyó al mejoramiento de la enseñanza de apreciación del arte.

The investigation has allowed to generate a proposal for appreciation of the aesthetic piece "Melancholy I" of Alberto Durero, grounded on the theoretical principles of Edgar Morín, which are related with his conception of Complex Thought, and support the education gaze. To this end, I propose a guide for pedagogical interpretation, which favored the analysis and appreciation of the work mentioned. Concerning the naturalness of the investigation, the method is of hermeneutic qualitative character, by means of a dialogical relation between artist, teachers and contemplators. The results depicted how viewers relate to fundamental elements of grasping and connecting symbols of renaissance with their inner world. Product of this researching, was produced a proposal of interpretation of an aesthetic piece, that contributed to the improvement of the teaching of the art appreciation.

The investigation has allowed to generate a proposal for appreciation of the aesthetic piece "Melancholy I" of Alberto Durero, grounded on the theoretical principles of Edgar Morín, which are related with his conception of Complex Thought, and support the education gaze. To this end, I propose a guide for pedagogical interpretation, which favored the analysis and appreciation of the work mentioned. Concerning the naturalness of the investigation, the method is of hermeneutic qualitative character, by means of a dialogical relation between artist, teachers and contemplators. The results depicted how viewers relate to fundamental elements of grasping and connecting symbols of renaissance with their inner world. Product of this researching, was produced a proposal of interpretation of an aesthetic piece, that contributed to the improvement of the teaching of the art appreciation.