Educational Potential of Artistic Mediation with Children at Risk of Exclusion Through Teachers’ Narratives María Dolores

López Martínez, María Dolores; Campillo Díaz, Margarita; Ayala de la Peña, Amalia

Publication:
Educational Potential of Artistic Mediation with Children at Risk of Exclusion Through Teachers’ Narratives María Dolores

dc.contributor.author	López Martínez, María Dolores
dc.contributor.author	Campillo Díaz, Margarita
dc.contributor.author	Ayala de la Peña, Amalia
dc.contributor.department	Expresión Plástica, Musical y Dinámica
dc.contributor.other	Facultades de la UMU::Facultad de Educación
dc.date.accessioned	2026-05-21T12:09:47Z
dc.date.available	2026-05-21T12:09:47Z
dc.date.copyright	© 2026 by the authors. Licensee MDPI, Basel, Switzerland.
dc.date.issued	2020-01-30
dc.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.
dc.format	application/pdf
dc.format.extent	11
dc.identifier.citation	Societies 2026, 16, 44. 1-11
dc.identifier.doi	https://doi.org/10.3390/soc16020044
dc.identifier.uri	http://hdl.handle.net/10201/234181
dc.language	eng
dc.relation	Financiada por EUniWell Seed Funding 7th. Erasmus +.Instituciones participantes: University of Santiago de Compostela (Spain), University of Murcia (Spain), University of Birmingham (England), Linnaeus University (Sweden). Start–end date: 1 December 2024–30 November 2025. Cuantía: 25,000 Euros. Proyecto: PAIS—Participatory Artistic Interventions as Scenarios to Promote. Well-being (https://www.euniwell.eu/what-we-offer/seed-funding-programme/projects-of-thesixth- seed-funding-call-2024/ai4well-artificial-intelligence-ethics-for-well-being-1, accessed on 20 January 2026). PAIS—Participatory Artistic Interventions as Scenarios to Promote Well-being.
dc.relation.publisherversion	https://www.mdpi.com/2075-4698/16/2/44
dc.rights	Attribution 4.0 International	*
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Terapias creativas
dc.subject	Creatividad
dc.subject	Mediación artística
dc.subject.ods	Objetivo 4: Educación
dc.title	Educational Potential of Artistic Mediation with Children at Risk of Exclusion Through Teachers’ Narratives María Dolores
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
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