Apropiación del arte desde sus diferentes expresiones artísticas en primera infancia mediado por un proyecto de aula en los colegios Manuelita Sáenz y Llano Oriental.

Abstract

When observing the pedagogical practices of the Manuelita Sáenz and Llano Oriental schools, it was possible to identify the lack of appropriation of art, denoted as the enrichment that is generated from the different artistic expressions, in the development processes of children, limiting its use and seen as a recreational or entertainment element, where the different artistic expressions do not have the value and the necessary appropriation for their exploration and curricular integration. exploration and curricular integration. Resignifying art in these institutions, means that through the classroom project, starting with a recognition of why there is such a gap between art and academic content, will give way to motivate and generate in the teachers an appropriation of art in the curriculum. and generate in teachers an appropriation of art and its expressions, with the purpose of empowering children's abilities, aptitudes and developments. skills, aptitudes and developments, using art as a strategy to integrate the educational processes of early childhood. the teachers who possess artistic knowledge and skills that will allow them to enrich their work in the early childhood enrich their pedagogical work in favor of children's development, articulating art as a pedagogical strategy, in order to as a pedagogical strategy, in order to document enriched and innovative experiences that serve as a guide and stimulus to continue creating and bringing and stimulus to continue creating and carrying out activities that every day awaken in children more love and taste for the different artistic expressions. love and taste for different artistic expressions.