Cultural and Artistic Education as a strategy to strengthen intercultural identity in the Unified General Baccalaureate
DOI:
https://doi.org/10.70577/asce.v5i3.976Keywords:
multicultural education, ethnic identity, artistic training, General Secondary Education, cultural plurality.Abstract
This analysis examines the role of Cultural and Artistic Education as a pedagogical strategy to strengthen intercultural identity in students of the Unified General Baccalaureate. Within the Ecuadorian context, which exhibits remarkable cultural and linguistic diversity, developing an intercultural identity is presented as a key challenge for the educational system. In this context, the research recognizes artistic education as a conducive environment for the expression, dialogue, and reinterpretation of cultural identities.
From a methodological approach, the study is carried out with a qualitative and descriptive-interpretive perspective, supported by a review of current scientific literature and analysis. Educational experiences that demonstrate the integration of artistic practices in culturally diverse educational environments are also included. The findings reveal that Cultural and Artistic Education promotes the formation of intercultural identities by facilitating the recognition of diversity, establishing dialogues between different cultures, and valuing both one's own and others' symbolic expressions. It is concluded that integrating artistic strategies into the curriculum not only improves creative skills but also strengthens processes of identity, belonging, and intercultural cohesion. Thus, the importance of re-establishing the area of Cultural and Artistic Education as a fundamental component in the comprehensive education of students is suggested.
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