This article analyzes the impact of capoeira as a care device in the field of mental health at a Psychosocial Care Center for Alcohol and Drugs (CAPS AD) in the city of São Paulo, Brazil. Based on a qualitative and retrospective study conducted within a graduate program in Brazil, the research employed the cartographic method to follow subjective and collective processes produced in a group that incorporated capoeira as an expressive language and Afro-referenced bodily practice. The experience was documented through field diaries and photographs. Capoeira, understood as a cultural and Afro-referenced bodily practice, proved to be a powerful tool for fostering listening, bonding, and the reconstruction of subjective narratives—especially for Black and marginalized individuals experiencing psychological distress related to the intense use of alcohol and other drugs—as well as for strengthening support networks. As an Afro-referenced expression of care, capoeira contributes to deinstitutionalization and the recognition of cultural practices as legitimate devices of mental health care. The article offers a critical reflection on the intersection of art, health, and culture in the daily routines of CAPS services.

This proposal, articulated in two voices, seeks to account for the process through which the figure of the art-educator is shaped and transformed by means of poetic-visual narratives. To this end, two teachers engage in dialogue, employing differentiated languages to construct a shared journey grounded in their experiences within learning spaces.On the one hand, poetry—framed within Poetic Inquiry—is employed as a creative and narrative resource capable of mobilizing affect within the research process; on the other hand, photography is used as a medium of visual and artistic narration that enables processes of hybridity. In this way, through a visual itinerary, the traces of pedagogical dynamics in the classroom are drawn, traces that are in turn complemented by poetry as a dialogical strategy for inhabiting living spaces.

The Tetil Textile Workshop, held at the Complutense University of Madrid in 2023, was conceived as a space for collaborative creation focused on reinterpreting the female body through textile art. Using a participatory methodology, the project integrated theoretical research, group dynamics, textile practices and active listening, promoting intercultural and intergenerational dialogue and the construction of emotional bonds between the participants. The main objective was to explore the representation of the female breast in art and its impact on social perception, encouraging artistic creation as a means of reflection, care and sisterhood. The result was the Mural de Tetas (Breast Mural), a collective work that reflects the technical and symbolic diversity of the group, shown in the exhibition Nuevas Enseñanzas (New Teachings) in Ávila in 2024. The state of knowledge positions textile art as a tool for resistance, activism and identity building. The experience demonstrated the transformative potential of art in educational contexts, consolidating the workshop as a space for university wellbeing. The documentation of the process through visual and written records made it possible to systematise the experience and highlight its personal and collective effects, opening up the possibility of touring the work and expanding its impact in new environments.

This article documents and analyzes the deployment of the "Manual of Daily Actions to Survive in This Crazy World," an artistic tool designed to address discomforts of daily life through the practice of action art. Originally created by the Batas Nómadas collective for Madrid Salud's mental health awareness campaign, this tool has proven its versatility by being adapted to multiple environments. Three of its main applications are detailed: its use as an educational program in high schools in collaboration with the Fundación Manantial; its transformation into an online learning resource for the Master's in Teacher Training at UNIR; and its activation as a research-creation tool within the framework of this conference. The text explores how this manual facilitates a participatory approach to health, using art as a driver for promoting well-being and resilience in various social and educational contexts.

The research in this article is aimed at the characterization and description of personal artistic pedagogical practices, as a reference material for artistic education in accordance with the direction of the research group INDICIOS: Education and Art based on the line of research "Pedagogy and didactics of art in the educational field." The project includes a qualitative research and creative components from the didactic biography on the academic work that explores one of the expressions linked to the reproduction of the image such as engraving, whose process allows the dialogue between the discipline, or personal proposal of graphic work, and the teaching work by integrating knowledge and doing through the formalization of printing techniques in teaching practice and artistic activity in creation, both integrated into the broad course of the development of academic experiences and the material projection of the Bachelor of Visual Arts, highlighting, in some way, the main reason why it is narrated and communicated through graphic language, which accurately relates to the transit of ideas through the image, to deliver a visual and communicative dynamic formulated and materialized in The Landscape and in the Representation. This project is presented as a reflection on the procedures of intaglio techniques (engraving), with the elements and paths of the discipline implemented in the Classroom- Workshop of the School of Visual Arts, and a description of the practice and appropriation of materials and processes in the scene of personal creative work.

Contemporary printmaking has been enriched through its integration with digital technologies, expanding the artist’s creative possibilities. This study explores the fusion between traditional printmaking techniques and the aesthetic principles of design in video games and posters, highlighting their application in the university context. Through a procedural approach, both the technical processes and the results obtained are analyzed, with the aim of developing an innovative graphic language. In this way, printmaking is reaffirmed as a space of artistic convergence, fostering new interdisciplinary connections and expanding its expressive boundaries.

This article presents research in arts education developed after the DANA climate catastrophe in the Valencian Community (2024), which focuses on the use of doodling art as a psycho-pedagogical tool for future teachers. The intervention was carried out with 66 students from the Primary Education Degree programme at the University of Valencia, integrating the art of doodling as a means of emotional expression, reflection and self-regulation in a crisis context. The study uses the European LifeComp framework on personal, social and learning key competences, broken down into nine competences. Using a qualitative approach, the students' graphic and narrative works were analysed to investigate whether the teaching proposal promotes these competences and revealed a significant impact on competences such as communication, self-regulation and flexibility. The results show that doodling art promotes emotional management, critical thinking and autonomous learning, positioning itself as an accessible, therapeutic and replicable technique in educational contexts. Experience shows that art can help to bring order to chaos, offering future teachers tools to deal with traumatic situations from a pedagogically and emotionally sustainable perspective.

Holy Week in Úbeda, together with the city’s cultural heritage and unique Renaissance artistic setting, becomes a privileged educational context for both Primary Education pupils and Primary Education degree students. Based on this reality, a joint working proposal between stages is designed, which articulates an inter-level and multidisciplinary training project where both groups share processes of inquiry, creation and dissemination of Úbeda’s legacy. The project is grounded in basic curricular knowledge and structured through active methodologies—Service-Learning, Cooperative Work, Gamification and Project-Based Learning—implemented from a competency-based approach to foster meaningful learning and a critical, participatory and contextualised experience of this cultural and artistic manifestation.

This article presents interdisciplinary research carried out at the Escola d’Art i Superior de Ceràmica de Manises, which explores the creation of ceramic pastes from tiger nut waste, integrating art, sustainability, and pedagogy. From an a/r/tographic approach, experimental processes are addressed that link Mediterranean ceramic tradition and contemporary practices. The study, which overlaps with different areas of teaching, promotes creativity, ecological awareness, and student autonomy in the face of contingencies. The results demonstrate the educational and artistic potential of agricultural waste, favoring critical teaching that is materially conscious and connected to the territory and its culture.

The following article corresponds to the systematization of a research in art that from the artistic practice analyzes the imaginary derived from gender stereotypes with the aim of developing a body of work that questions the identity models posing a diverse and deconstructed masculine perspective. To this end, a theoretical framework is presented that allows the understanding of the incidence of images in the determination of identity; intimacy as an internalization of cultural references; and gender as an oppressive heteronormative structure for both women and dissident masculinities. From these theoretical approaches emerges the link with the city and the nude as visual references that concentrate a significant conceptual load that allows the elaboration of visual metaphors through the pictorial technique.