2026-05-05T22:10:45Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/692442025-01-17T07:25:39Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

00925njm 22002777a 4500 dc Martínez Verez, María Victoria author Albar Mansoa, Pedro Javier author Mayo Vega, Luis author 2024 This work, framed within a mental health prevention project aimed at early childhood education teacher students, aims to evaluate the suitability of the action to promote, in the educational field, the personal identification of traumatic experiences, incorporating them as vital learning. To this end, a performative action aimed at representing suffering and the capacity to overcome it was created, in which 71 early childhood education teacher students and 3 teachers participated, and which was implemented in Coruña (Spain), in 2022, in the postcovid stage. In order to achieve the object of study, a research project was designed using public enquiry, documentary observation and participant observation to determine the suitability of the performance to the project's objectives. The results show how, through the representation of trauma, people have experienced that in the difficulties of life there is also learning, improving self-esteem and self-concept. International Journal of Education & the Arts, June 2024, vol. 25, n. 11 1529-8094 https://uvadoc.uva.es/handle/10324/69244 10.26209/ijea25n11 11 International Journal of Education & the Arts 25 The performance: art for well-being