Reflective processes, from the arts, about gender issues at a Primary School in Santiago, Chile

Abstract

This article highlights the processes of research and intervention at a school located in Santiago of Chile, from two didactic units of Visual Arts in the sixth grade of Primary School, where gender trouble such as violence and stereotypes were incorporated. The purpose of this research was to redesign, contextualize and perform educational interventions in the Visual Arts subject, related to the gender issues that occur in the students’ everyday places. The investigative methodology developed between 2018 and 2019, is a participatory action-research. All the data was collected through the teaching practice and evaluation instruments inside the classroom (diagnosis, focus group, artistic and creative work, and their presentation). The didactic research proposal shows us the importance of the integration of reflection in artistic creation, achieving the initial goal. Therefore, a space was opened for debate on situations of violence, the need to value personal experiences related to gender issues and the need to promote the value of the gender perspective, the respect for diversity and the need to build more classrooms that are inclusive and respectful of sexual and gender diversity. As main results the above gives us the development of an artistic-reflective activity, questioning stereotypes and the social dynamics, in addition to promoting artistic-collaborative work as a space for discussion, confidence and creativity, giving relevance to the process over the results, aspects that persist in the group of students beyond the Visual Arts subject.