Resilience and otherness for an inclusive heritage education. "Emotional" project in early childhood education through the understanding of art

Abstract

From an early age, childs must learn to be citizens in democratic societies, and education professionals must promote inclusiveness. At this stage, students begin to build their own image and that of their environment, perceiving themselves as social people who "learn to know in coexistence". The teacher must provide them with the necessary tools to understand their physical, temporal and social environment, starting from the artistic heritage as a holistic tool that arouses emotions and empathy, and thus, recognize the signs of cultural identity and build their own identities from an early age and accept the various. Heritage education must be transformative and not try to overcome social injustices, but to transform them through awareness, social support and the reciprocal exchange of values that can be taught to students.