Educación artística en aula multigrado: experiencias estéticas de resistencia en la ruralidad

Abstract

This qualitative research, with an ethnographic method, analyzed the boys and girls’ aesthetic experiences in the multigrade classroom at headquarter C of the Rural Pasquilla I.E.D School in Ciudad Bolívar, using visual, narrative, and creative methods as methodological tools. Through classroom activities such as drawings, narratives, and compositions, ways in which students express their relationship with their surroundings were identified, showing how art facilitates the strengthening of their cultural identity and their connection with the community. The results reveal artistic practices as acts of resistance that are essential for the development of the boys and girls’ identity as well as their emotional connection to rural life.This qualitative research, with an ethnographic method, analyzed the boys and girls’ aesthetic experiences in the multigrade classroom at headquarter C of the Rural Pasquilla I.E.D School in Ciudad Bolívar, using visual, narrative, and creative methods as methodological tools. Through classroom activities such as drawings, narratives, and compositions, ways in which students express their relationship with their surroundings were identified, showing how art facilitates the strengthening of their cultural identity and their connection with the community. The results reveal artistic practices as acts of resistance that are essential for the development of the boys and girls’ identity as well as their emotional connection to rural life.