Percepciones del profesorado de primaria sobre las visitas educativas basadas en las visual thinking strategies (VTS). DAFO de su aplicación en el museo Picasso de Barcelona

The article introduces a case study on the application of the Visual Thinking Strategies (VTS) teaching method to school activities at the Picasso Museum in Barcelona. From a mixed methodology, the perceptions of primary school teachers about their weaknesses, threats, strengths and opportunities are analyzed and articulated by means of a SWOT analysis, interrelating them through a conceptual map. Teachers point out many more positive than negative aspects, concentrating the former on three thematic areas: cognitive effects on students, the constructivist and meaningful educational model that it promotes, and the concept of the museum as a comfort zone where students can freely participate and give their opinion. The negative aspects revolve around the characteristics of the method, the features of the institution's adaptation of it, and the structural limitations of the Barcelona Picasso Museum. According to the teachers, the implementation of the method would improve when applying it in a more continuous and flexible way, combining free interpretations of works of art with historical-artistic content. Due to its skill-development approach, continued work in the museum and / or at school is also suggested