Mirror Neurons and the Learning of Values Through Art
Keywords:
mirror neurons, teaching values, art, development of socio-emotional skills, imitation and learningAbstract
This study analyzes the relationship between mirror neurons and the learning of values through art in primary school students at the Carlos Pérez Escalante Educational Institution, Santa Isabel de Hungría campus, in San José de Cúcuta, Colombia. The research arises from the need to strengthen values education, given the difficulties observed in school coexistence, such as lack of empathy, disrespect, and low tolerance among students. The study is theoretically grounded in Rizzolatti’s contributions on mirror neurons, Prior’s concept of the axiological profile, and González’s perspective on art as a pedagogical mediator. From a neuroeducational perspective, mirror neurons facilitate learning through imitation, observation, and social interaction, enabling the meaningful internalization of behaviors and values. Methodologically, the research follows a qualitative approach under the interpretive paradigm, using a pedagogical action research method. The participants included one teacher and 25 students as key informants. Data collection techniques included semi-structured interviews, observation guides, and field journals. The results showed that the implementation of artistic strategies stimulated mirror neurons, promoting the development of values such as respect, tolerance, and responsibility. Additionally, improvements were observed in classroom coexistence, student participation, and emotional expression. In conclusion, integrating art and neuroeducation represents an effective pedagogical strategy, transforming values learning into a meaningful experience that contributes to the comprehensive development of students.
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