Art as an educative and social tool

Since remote times, certain sectors of society have been exposed to inequality and vulnerability, where adequate intervention processes have become conspicuous because of their absence. Nowadays, current societies have the responsibility of contributing, based on their experience and knowledge, with more efficient policies and programs that improve the life quality of the most disadvantaged. It is here where art and its different tools play a very important role, not only on a physical level, but also as an education tool that allows the development of emotional, mental and communicative skills. The aim of this paper is to make clear the potential of art as an instrument of social and educational intervention. It starts by showing worldwide-collected experience related to education and arts, and then, it acquaints the reader with two parallel intervention projects that worked with youths under social vulnerability conditions. These interventions were developed based on a qualitative research (Grounded theory), using as methodology ���The Artistic Mediation��� with emphasis on body language. This methodology helped researchers to get close to the participants and to know their experiences and emotions. At the same time, it was possible to evidence the positive effects of educative interventions through art. These workshops were based on an artistic methodology especially focused on body language. Data in this work is qualitative, and as such, it permits a special approach to the personal and emotional experiences of the participants; clearly showing the positive effects of the referenced practice on them.

Diagn��stico del rendimiento acad��mico de estudiantes de una escuela de educaci��n superior en M��xico

El objetivo del art��culo es realizar un diagn��stico sobre la percepci��n de los factores que intervienen en el rendimiento acad��mico de los estudiantes de cinco carreras universitarias en una escuela de educaci��n superior en M��xico, para as�� reconocer las ��reas de oportunidad que permitan sugerir pol��ticas y estrategias para elevar su rendimiento. Se utiliz�� una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepci��n del rendimiento acad��mico en escala tipo Likert. Se realiz�� un an��lisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretaci��n y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluaci��n y c) la motivaci��n de los estudiantes. Se llev�� a cabo un an��lisis comparativo por carrera. Se encontr�� que los estudiantes perciben que la mayor��a de los maestros no se preocupan por la condici��n de los j��venes en situaci��n de reprobaci��n. Adem��s, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros acad��micos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detect�� que los estudiantes poseen una alta motivaci��n siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educaci��n superior.