OVERVIEW OF THE PROJECT

Introduction

Self-identity, knowing the self, is a continuous and lifelong questioning. From many authors of literature such as Herman Hesse with the Steppenwolf (Hesse, 1990) who questions the duality of the human being (I as beast and rational I, giving rise to two identities) from a spiritual point of view Even authors of social determinism in which the concept of one's own identity is approached as a social narrative, i.e. a construction completely determined by society (Lins and Villegas, 1963).

However, beyond a philosophical approach to the subject, there are psychological characteristics, an identity that leads to a negative or positive perception of oneself, self-esteem. Identity traits that are somewhat quantifiable, without great subjectivity. This identity can be said to be influenced by the socio-economic, cultural, emotional and political context that surrounds the subject (Bandura and Rivière, 1982) and perhaps by genetic causes (Córdoba and Lipko, 2013).

In the case of the Manuel Núñez de Arenas Infant and Primary School (CEIP) (located in El pozo, entrevías, Vallecas), a school characterised by its high diversity ( Fig.1) in terms of socio-economic, cultural and hereditary environment, each pupil has a very marked family and contextual identity. For the construction of a child's identity, this diverse context is fundamental (Bandura and Rivière, 1982) Interaction between them is also fundamental, but in the midst of such identity turmoil, such a strong identity can lead to major conflicts with clashing cultures and result in discrimination and bullying.

This is where visual and plastic art comes in as a main tool to work on these diverse identities and to develop individual and self-knowledge while creating a feeling of collectivity and cooperation in the school group Visual art is a means of free expression and through it, complex concepts and messages can be worked on in a simple way, especially through art applied to everyday life. In my intervention in the school, the main things I have taken into account are the needs and interests of the pupils and the conflicts in the classroom that need to be analysed and worked on. In addition, the pupils' contributions are considered very valuable and feedback is always sought in order to achieve cooperation between the future teacher and the pupils.