El arte como herramienta para el desarrollo socioemocional en niños de educación primaria

This study examines art as a lever for social-emotional development in primary education using a qualitative interpretive design. We worked with professional life stories from teacher-researchers, collected in remote narrative meetings during 2024, with audiovisual recording, verbatim transcription, and thematic analysis supported by triangulation of sources. On this basis, four areas of change in the classroom were identified, with observable effects that can be transferred to the school routine. First, visual creation with distracting prompts promotes sustained emotional regulation and reduces refocusing times after demanding transitions. Second, collaborative theatricality enhances perspective-taking, empathy, and nonviolent conflict resolution. Third, projects with reused materials strengthen self-efficacy and prosocial agency. Fourth, brief rituals and dialogic reading of illustrated albums consolidate a shared emotional lexicon and stabilize the climate. A cross-cutting finding indicates that frequent, low-load micro-interventions outperform sporadic workshops, enabling scalability even in resource-constrained contexts. The need for teacher training and light assessment based on observable behaviors is emphasized. The main contribution lies in describing how changes occur and under what conditions they are sustained, offering operational criteria for their pedagogical management.