The art of including: development of cubist murals as an inclusive pedagogical tool
DOI:
https://doi.org/10.5281/zenodo.11479523Keywords:
educational inclusion, collaborative art, school muralismAbstract
Mural art, throughout history, has served as an important medium for social communication and cultural expression. In the educational context, murals offer creative platforms for collaborative, contextual teaching and learning of relevant social issues. This study explores the creation of a collaborative mural as a tool to promote inclusion and value diversity in an educational context. Using the EDPIE (Evaluation-Diagnosis-Planning-Implementation-Evaluation) approach, a process was designed that allowed the participation of high school students, aged between 13 and 16 years, including students with disabilities, in the creation of a mural that reflects the cultural and functional diversity of the school community. The methodology included interviews and focus groups to assess the perception of inclusion, co-design workshops for the planning of the mural, and its collaborative implementation. The results indicated a significant increase in awareness and appreciation for diversity among students and teachers, as well as an improvement in social cohesion within the school. The mural not only embellished the school space, but also became a symbol of the educational community's commitment to the values of inclusion and respect. This project demonstrates how art projects can contribute to the promotion of an inclusive educational environment.
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