Reflections on Graffiti as a didactic resource within the educational process

Abstract

This article arises as an inquiry and explanation of the subject of graffiti as a didactic strategy that may or may not be implemented within what refers to formal and non-formal education. Within this research, the descriptive bibliographic review method is taken as a reference, which is based on using direct research, which provides information from different authors; which leads us to the central objective of this article, which is to analyze the position of various authors about graffiti and its contribution to the educational process, so that this article serves as an initial contribution for future educational interventions that seek to address this artistic tool. Thanks to the use of this method, it was possible to investigate the positions of different authors who spoke to us about graffiti both in the social field and in education pertinently. Finally, it can be concluded that graffiti as a didactic strategy provides motivation and development of artistic skills within education, among other skills that will help teachers and students to guarantee a quality and warm education.