El Arte Como Respuesta Pedagógica A La Apatía Frente Al Aprendizaje Convencional En La Educación Media Superior: Una Propuesta De Intervención Para La Formación Integral De Las Juventudes

Claudia Torres González, Laura Sánchez Solorio, Flor Nazareth Rodríguez Ávila, Arturo Hiram Rosales Torres, Mario Alberto Castro Cristerna

Abstract


School apathy represents one of the most significant challenges facing contemporary upper secondary education. Many students display low levels of interest, participation, and engagement in learning processes, affecting academic performance, socio-emotional well-being, and school retention. In response to this situation, art emerges as a pedagogical strategy capable of transforming educational experiences through creativity, expression, critical reflection, and meaningful knowledge construction. The objective of this article is to analyze the potential of art as a response to apathy toward conventional learning in upper secondary education. Based on a theoretical and documentary review, the study integrates contributions from critical pedagogy, arts education, neuroeducation, meaningful learning theory, and socio-emotional education. Furthermore, it presents a methodological intervention proposal for High School No. 2 of the Autonomous University of Zacatecas, aimed at strengthening motivation, student participation, and school belonging. It is concluded that art constitutes a valuable pedagogical tool for promoting more human-centered, inclusive, and meaningful educational experiences.

Keywords


upper secondary education, art, school apathy, meaningful learning, socio-emotional education, educational innovation, youth.

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DOI: http://dx.doi.org/10.52155/ijpsat.v58.1.8302

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