Participación y expresión plástica: un puente hacia la educación inclusiva y sensible

Abstract

The research focused on addressing the problem of low participation, poor communication and limited recognition of the other, especially in children and adolescents with disabilities, in pedagogical support classroom 4 and course 101 of the I.E.D. Carlos Arturo Torres. Through the implementation of a Classroom Pedagogical Project (PPA) mediated by plastic expression, we sought to strengthen participation and sensitive experience from an inclusive perspective. The results revealed a significant transformation in communication, interaction and mutual recognition, by adopting a common language of plastic expression. This approach provided an inclusive space that allowed children to express themselves, explore their emotions and experiences, thus promoting a more comprehensive and respectful education of diversity.