Art Wednesdays: The museum as an educational, inclusive and transformative classroom

Abstract

Museums and art spaces are an opportunity to develop inclusive educational practices that promote social and cultural transformation. This article presents “Mércores de Arte” (2016-2022), a project designed to meet the needs of a group of 4th-year preschoolers, including one deaf student and another with disruptive behavior, using the museum as an alternative learning environment to encourage participation and comprehensive development.

The aim of this article is to analyze, from a retrospective perspective, the educational potential of the museum as an integrated setting in the teaching-learning process. It also seeks to reflect on the role of artistic language as a key tool for inclusive communication and attention to diversity.

The methodology used is based on a qualitative action research approach. This approach involves the active participation of all stakeholders, integrating reflection and action through an arts-based educational proposal. The data collection techniques used were participant observation and interviews. Tools such as SWOT analysis and photographic records were used to analyze the information.

The results showed that the experiences in the museum and art spaces provided an effective response to the individual and group needs of the students, transcending the established curriculum framework. The artistic experience fostered physical and emotional connection, promoting individual and collective recognition through the production, expression, and communication of lived experiences.

In conclusion, the integration of the museum as a “classroom outside the classroom” through teaching work is revealed as a key strategy for education. This practice not only enriches students' cultural literacy but also facilitates transformative, inclusive, and creative learning experiences.