Arte para convivir: Una secuencia didáctica para la resolución pacífica de conflictos en estudiantes de grado tercero de la I.E Arnulfo Briceño Contreras.

Abstract

This research aims to design an art-based didactic sequence focused on strengthening socio-emotional skills and peaceful conflict resolution among third-grade students at Arnulfo Briceño Contreras Educational Institution in Villavicencio, Colombia. The study emerged from recurring school coexistence difficulties observed in the classroom, including verbal and physical aggression, lack of emotional regulation, limited empathy, and interpersonal conflicts affecting both the school climate and learning processes. The research was conducted under a qualitative approach using the action-research method, allowing the understanding of school coexistence dynamics while implementing transformative pedagogical strategies mediated through art. Data collection techniques included participant observation, field journals, and focus groups with students. As a result, the didactic sequence “Arte para Convivir” was designed and structured into three stages: self-awareness and self-regulation, empathy and social skills, and peaceful conflict resolution. Through artistic activities such as drawing, painting, modeling, and creative expression, students were encouraged to recognize emotions, strengthen assertive communication, develop empathy, and collaboratively build coexistence agreements. The study concludes that art constitutes a meaningful pedagogical tool for strengthening school coexistence, as it promotes emotional expression, collective reflection, and the development of socio-emotional skills necessary for the peaceful transformation of conflicts within educational settings.