Del caos a la creación en la Danadoodling art para la sostenibilidad emocional-educativa del futuro profesorado

  1. Sánchez-León, Nuria 1
  2. Portalés Raga, Matilde 1
  3. Juárez Ramos, Verónica 2
  1. 1 Universitat de València
    info
    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

    Geographic location of the organization Universitat de València
  2. 2 Universidad de Extremadura
    info
    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

    Geographic location of the organization Universidad de Extremadura
Journal:
Tercio creciente

ISSN: 2340-9096

Year of publication: 2025

Issue Title: Monográfico Extraordinario X

Issue: 10

Pages: 7-22

Type: Article

DOI: 10.17561/RTC.EXTRA10.9992 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Tercio creciente

Abstract

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.

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Data source: Dialnet