Non-formal Artistic Education for Social and Educational Inclusion of Young Gypsies

Abstract

The integration and normalization of the educational situation of some minorities, such as the gypsy population, is still an ongoing debate that requires solutions adapted to the diversity of the current educational context. Being officially enrolled in school does not guarantee satisfactory results. Under this context, non-formal education programmes are a useful tool for promoting integration and educate in diversity, due to its characteristics such as flexibility and adaptability. In this paper, we assess results of a continuous training artistic project addressed to gypsy children and young people at risk of social exclusion. The project uses the flamenco cultural background to promote both the participants' personal development and their engagement with the educational system. In order to assess this project, a qualitative methodological approach has been used. Specifically, we used group dynamics with projective techniques and in-depth interviews to obtain detailed information from the different perspectives of the educational experience. This project shows a great potential to improve both the artistic and social skills of this group, as well as to promote their socio-educational integration. Including this proposal as an extracurricular activity in public schools with gypsy students is an excellent complement to formal education, allowing to enrich the education in diversity.