The purpose is to present a reflection on the potential of art education to promote resistance to hate speech and intolerance, problematizing the influence of digital content on interpersonal relationships.

The present text is based on a literature review supporting a pedagogical experience to be carried out in the context of the doctorate in art education.

School violence is a concerning reality and one of great complexity, being a risk factor for students’ physical and mental health, as it implies serious problems of self-esteem, self-confidence and socialization  (Santos and Ramos, 2026, pp. 18; 27). It should be a priority commitment of society and school in particular, to implement strategies promoting healthy and citizenship relationships, in activities that foster responsibility, respect and confidence/trust (Rodrigues, 2023, p. XLIII; Santos and Ramos, 2026, p.24).

The digital is part of our daily lives, essential to our social relationships with multiple benefits, it is mostly made of images that until a decade ago reached us mainly through cinema, television and exhibitions. Currently, and at high speed, they come to us through social networks and are consumed without critical criteria (Charréu, 2016 pp.276-277; Mirzoef, 1999 pp. 23-25). Through these images, frequently manipulated, we discover the capacity to transmit messages, contributing to build a world vision, sometimes distorted (Acaso, 2007, p. 11; Acaso and Megías, 2022, pp. 31-32).

In recent years, the significant increase in the use of digital devices by children and adolescents is concerning, the consumption of these contents mostly involves harmful aspects, such as violence. The excess of this use can interfere in the neuronal system influencing the processing of emotional regulation such as social acceptance or rejection, anxiety or depression. The artificial worlds of social networks work as a stimulant, due to the high degree of excitability caused, acting quickly in the centre of emotions, and can produce psychological dependance more easily. Special attention is therefore needed for the negative impacts on the physical and psychosocial health (Choi et. al., 2025, p.1; Cury, 2024, pp.81-82; Desmurget, 2021, pp. 262-265; 290; Tsang et. al.,2023, pp. 1-2).

Project work aims to promote the critical thinking and research, establishing  connections between experiences, informations, knowledge and know-how. This modality perspectives different learning possibilities, ways of thinking and power relations, through the bonds created between teachers, students and communities (Hernández and Anguita, 2023, pp.73-75). Teaching critical thinking is not an easy task, there is a tendency towards a more passive posture. Nevertheless, the stimulating thing is that teachers and students may, together and at the same time, share ideas, building, therefore, a learning community (Hooks, 2023, pp.20-21). The concept of disobedience is linked here, since the curriculum is approached differently, challenging established forms of knowledge and also modes of knowing, offering new ways of thinking and acting (Atkinson, 2018, pp. 194-195).

Through collaborative artistic projects, it is intended that theme of violence in school, and the digital influence, may be thought critically by everyone and put into perspective. Converging with the concept of Art Thinking, in which art must align with critical questions and world issues through projects, awakening the curiosity to question everyday topics (Acaso, 2009 pp. 118-119; Acaso and Megías, 2017, p. 29, 68-69). This way, we will be exploring the potential of art education in resisting intolerance and violence, which is part of an increasingly dominant discourse.

It is within thai alignment that a pedagogical experiment will be carried out in the curricular context of “Visual Education” and “Citizenship and Development” subjects. The art education work proposal will be developed along an academic year in a class of 11/12 year old children, with the same teacher who will ensure the bridge between the two subjects. It will involve the current curricular guidelines and the critical analysis of the contemporary visual culture and the impact of images and digital content - frequently associated with narratives of violence and intolerance. The creation of collaborative artistic projects is proposed, involving the students along all stages, establishing joint work and a reflexive posture on interpersonal relationships. Methodologically, action research will be used, as it is a dynamic model, closer to reality and directed towards the construction of educational practices, allowing to develop an interpretational work of realities that are as complex as mutable. The essential is that the teacher/researcher may reflect on their practice by making changes, replanning, changing practices and bringing up transformations in their contexts. The knowledge thus built, according to very specific rules, is a process with many uncertainties and difficulties, since it implies risking and entering an unknown space (Cortesão, 2019, pp.47-49; Coutinho, 2022, pp. 361-365). The main purpose of the action research is knowledge at the service of transformation and common good, which is why it is so relevant the quality of this commitment. The ethical reflection is the foundation of our responsibility, considering the principles and the consequences of our action towards others and the researcher themselves (Caetano, 2019, pp.53-54). This study will also be supported by ethnographic processes, as it will involve long and active observation in the group, there being no investigation plan defined at the outset, but a set of general prior guidelines that will be developed in the field (Coutinho, 2022, pp. 347-348). The self ethnographic study will allow a reflection involving the professional path with personal history (Chang, 2008, pp.9-10).

It is expected that along the project work the students learn to question school violence and hate speech, largely conveyed by digital content, interconnecting the curricular contents with everyday situations. May they be capable of developing their active listening and effective participation in the community, strengthening the sense of belonging and democracy. It is believed that this exercise can generate a behavioural change, contributing to a culture of peace and a safer and healthier learning space. Working with projects is demanding and challenging since this modality assumes a new look not only over the contents, but also on the way we think and see each other (individual and in group). (Hernández and Anguita, 2023, pp.75-76). Thus, the proposal is challenging, involving abstract connections with specific curriculum content and techniques, resulting in an artistic production with a clear and interventionist message. It is not expected to be easy to deal with the enormous unpredictability, accepting the experience by valuing the process - with doubts, insecurities and errors - and not just the final product. It will also not be easy to propose the development of critical thinking within the classroom, since it implies that both teachers and students have an open mind to accept that there are many things we do not know, let go of formed opinions and open space for other perspectives. (Hooks, 2023, p.20). I propose two questions that reflect the challenging work I have set myself: What tensions arise when collaborative work is proposed in contexts marked by competition, inequality, or intolerance? How can we use art education to create a space for connection and critical reflection on everyday issues, embracing each person's differences?

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