Art Education as a Means to Create Emotional Cyberspaces: Analysis of Children’s Stories During and after the Pandemic in Rural Schools in O’higgins
DOI:
https://doi.org/10.24310/mar.7.1.2026.20924Keywords:
Emotional Learning, Online Learning, Artistic Education, Rural Education, Arts Based ResearchAbstract
The purpose of this research was to analyze the educational and emotional impact of art practice in rural schools in the O’Higgins region during the educational reactivation process following the COVID-19 lockdown. The study analyzed student narratives and visual representations to demonstrate the role of art subjects in the post-COVID-19 context. Arts fostered the recomposition of the socio-affective fabric, which had deteriorated due to prolonged confinement and the return to pre-pandemic school routines, by enhancing social interactions among students. To discuss emotional states in a rural education context, unconventional inquiry methods such as collage, art images, and discussion groups were employed, primarily to facilitate the participation of primary school children from both cycles. This article highlights the use of collage, art images, and discussion groups as mixed techniques that enable a closer understanding of children’s experiences and emotions, linking them to their personal lives and classroom performance. Overall, students reported the significant impact of accessing and participating in online art classes and workshops, noting that these strengthened their communication, self-esteem, and motivation for learning during the pandemic.
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