THE TEACHER AS A MEDIATOR OF SENSITIVITY: INSPIRING AESTHETIC EXPERIENCES IN THE CLASSROOM

Abstract

The purpose of this article is to share a perspective on a pedagogical experience carried out with fourth and fifth grade students at the Cárdenas Mirriñao Educational Institution, located in the city of Palmira, Valle del Cauca. The experience seeks to understand how aesthetic experiences, mediated by the teacher in the classroom, enhance artistic expression and the development of sensitivity. During this process, tools such as journals, lesson planning notes, and both direct and indirect observations were used. Some of the results highlight that when teachers create spaces permeated by sensitivity—where play, the body, dance, body expression, emotions, and peer creation are involved—both boys and girls respond actively, meaningfully, and sensitively. Likewise, the experience showed a positive transformation in students' inter- and intrapersonal relationships, as well as an excellent attitude toward learning in the arts. The final considerations or conclusions emphasize the importance of the teacher's role as an aesthetic animator-tutor, who adopts methodologies that foster empathy, imagination, and artistic awareness—thus contributing to a more human, aesthetic, and ultimately more meaningful                                school environment.