How do we project?

The three lines that are preserved from this project are, first of all, the educational perspective, since the importance of this process is a management that will allow us to use and understand what we want to mold visually since the field of art seen from a general perspective, presents a mobility unknown before and is to widen the range of perceptible nuances, forms of expression, techniques, angles and ways of doing or thinking.

This becomes an extra-academic space in which the link and the ability to project beyond the disciplinary traits is taken into account, the notion of the new and the already existing.

Artistic education from the different manifestations is the ethical and aesthetic medium that spins the idea that art is not objectivity but, the source of transformation that encourages students, teachers in training and young people, valuing art and what is captured in photography from an aesthetic perspective in the dynamics of culture and teaching.

Secondly,Cultural diversity is reflected in the classrooms and moments when we constantly interact with the environment. It’s one of the variables that has a crucial influence

to analyse the complexity of Education

Intercultural, and offers theoretical foundations to address a comparative dimension in education systems, and thus to propose alternative models of integration for

optimise the management of interculturality. In what we propose in front of the defense of the holistic model of Education allows the intercultural part and we observe the

principles and key issues to be considered for effective intervention in the search for learning.

Thirdly,environmental education is described from all the elements and spaces that are conserved in our space, as insignificant as they may seem, and in this process influences the relationships between people, society and environment from ecological awareness, attitudes, sensitivities and behaviors in society