Challenges of Arts Activities as Tools for Education in Humanitarian Emergencies
Résumé
Armed conflict is a major obstacle to school enrollment and retention and access to quality education. The major reform of the humanitarian sector in 2007 focused in particular on the integration of education as the fourth pillar of humanitarian aid, thus contributing to the emergence of the field of Education in Emergencies. Arts education is therefore increasingly used in these interventions with children affected by conflict (Burde et al., 2015, 2017; Jordans et al., 2010). They would contribute to the acquisition of interdisciplinary knowledge and skills, but also to the promotion of the well-being of the children and youth who benefit from them (INEE, 2004, 2016). In addition to promoting school perseverance and thus preventing school dropout, it would also be a means of developing cultural learning and thus provide social, socio- emotional and psychosocial development perspectives without the structural characteristics of conflict (Boateng, 2017; Jordans et al., 2010; Tyrer and Fazel, 2014). We note a considerable lack of data on actual practices in terms of their benefits to learning and self-formation (Morais, 2012, 2019). Our research aims to understand how young people's experiences of artistic creation in conflict zones in Iraq and Syria contribute to their transformation. We will carry out didactic engineering (Loquet, 2017; Sensevy, 2011) and phenomenology supported by an enactive approach (Aden, 2009, 2016; Morais, 2019).