Abstract:

The overall view of systems of education carried out in the last years by the United Nations Educational, Scientific and Cultural Organization (UNESCO) suggests the current systems of education to confront problems that are getting more and more complex and specific in a context in which cultural, social, religious and linguistic diversity is supreme.

Identify the condition to make this diversity become a benefit instead of a threat and prepare an educational intervention proposal which allow us to use this diversity as a development engine in educative contexts is one of the main goals of the visual arts in education project (VA.E).

In this context, social and cultural reality, which is shown through images, is able to favor cognitive and creative development and learning through visual literacy while allowing us to deal with the challenge of inequality in educative contexts.

The design of an inclusive education model which allows us to deal with diversity and the needs of every student while encouraging a greater participation in learning, cultures and communities suggests the need to use resources and materials that favor the equity and integration in the class.
Through visual arts and the working methodology of visual thinking, we are able to reach different areas, societies, cultures and beliefs, focusing especially on cultural intelligence, an ability which together with social and emotional intelligence is becoming an important engine in sustainable development.

Keywords:

Primary education, creativity, visual arts, inclusive education, cultural diversity.