Lenguajes artísticos para la convivencia: Estrategias de fortalecimiento en aulas inclusivas en el centro educativo jugando aprendo en el castillo del saber, Ocaña, Norte de Santander

Abstract

This research examines the contribution of artistic languages to strengthening coexistence in inclusive early-childhood classrooms. The study was conducted in the Transition grade at the Centro Educativo Jugando Aprendo en el Castillo del Saber (Ocaña, Norte de Santander), a context where social dynamics and the enduring effects of the armed conflict influence school life and children’s interactions. Using a qualitative approach and the action-research method, ludic-pedagogical strategies based on plastic, musical, corporal, and dramatic expression were designed, implemented, and evaluated with the participation of children aged 5 to 7, teachers, and support staff. Data were collected through participant observation, semi-structured interviews, field diaries, a focus group, and document review, allowing for an understanding of the experiences, changes, and meanings constructed by the educational community. The results show that art functions as a pedagogical mediator by facilitating emotional expression, peer communication, and the dialogic resolution of conflicts. Artistic activities strengthened values such as respect, empathy, and cooperation, while promoting emotional self-regulation and the recognition of functional and socio-emotional diversity. They also fostered more inclusive, sensitive, and harmonious environments, with increased participation and positive relationships among students. Overall, the findings indicate that artistic languages not only enrich pedagogical practice but also transform forms of coexistence and interaction within the classroom. This study offers practical guidance for other educational contexts interested in strengthening coexistence from the early years.