Publication: Educational Potential of Artistic Mediation with Children at Risk of Exclusion Through Teachers’ Narratives María Dolores
Authors
López Martínez, María Dolores ; Campillo Díaz, Margarita ; Ayala de la Peña, Amalia
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Facultades de la UMU::Facultad de Educación
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Publisher
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DOI
https://doi.org/10.3390/soc16020044
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info:eu-repo/semantics/article
Description
Abstract
The research explores the educational potential of artistic mediation with children at risk
of social exclusion, drawing on the narratives of twenty early years and primary school
teachers. Using a qualitative, phenomenological approach, it examines perceptions of
openness to the creative process, the use of art in teaching practice and its value as a socioeducational
tool. The findings show that experiences of artistic mediation generate feelings
of harmony, concentration and achievement, thus fostering a more collaborative and emotionally
balanced classroom climate. The study also observes that art serves as a means for
teachers’ reflective practice, encouraging critical thinking, the formulation of questions and
an approach to assessment that focuses more on processes than products. In vulnerable
contexts, artistic mediation proves particularly effective for expressing emotions, strengthening
self-esteem and reinforcing group cohesion. Taken together, the findings suggest
that artistic mediation should be understood beyond its instrumental value, recognising
it as a transformative practice that promotes both educational inclusion and professional
reflection on teaching, thereby helping to enhance the quality and humanistic purpose of
pedagogical interventions.
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Citation
Societies 2026, 16, 44. 1-11
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