Art education in fourth-grade students in situations of vulnerability
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Abstract
This study examines the role of art education as a strategy for educational inclusion among fourth-grade students in situations of vulnerability. The main objective was to determine how artistic practices contribute to socio-emotional development, participation, and sense of belonging in inclusive school settings. A qualitative approach with a documentary design and thematic analysis was adopted, based on a systematic review of recent academic sources indexed in Scopus, SciELO, and Web of Science. The results showed that art, through its therapeutic, social, and collaborative dimensions, fosters emotional self-regulation, empathy, and school coexistence. Facilitating factors included teacher training, curricular flexibility, and the availability of pedagogical resources, while barriers were related to traditional educational models that prioritize academic achievement over creative expression. The study concludes that art education can enhance equity and inclusion in basic education when integrated as a cross-cutting curricular component and supported by public policies and teacher development programs. It is recommended that future longitudinal research assess the long-term impact of artistic practices on school retention and students’ psychosocial well-being.
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Kevin Ernesto Lema-Pullopasig, Universidad Politécnica Territorial del Estado Mérida Kléber Ramírez - Venezuela
I currently work as a cultural and artistic education teacher at a public institution for 5 years.
Previously, I worked as an independent musician and teacher at several music centers.
I pursue my studies with the desire to improve myself day by day. I currently have a bachelor’s degree in critical pedagogy with the motivation to improve.
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