The function of expressivity as an educational action helps the subject to gain confidence in themself and make them more and more aware of the ability to communicate. In addition, the practice of expression also serves as a support for aesthetic literacy. The practice of expression must be integrated into all curricular areas, since it is necessary to work on all dimensions of the person (emotional, relational, bodily) and not only on cognitive ones. Expression must form the basis of active methods and the space in which “knowing how to be” prevails over “knowing” and “knowing how to do”. Through non-verbal language, expression allows you to enter into a relationship with people with maladaptive and difficult behaviours. In this way, it is possible to deal with problems derived from the lack of communication (autism, loneliness, blockages, etc.); try to overcome personal conflicts (disinhibition, stimulation); improve skills, stimulate self-esteem, affectivity, acquisition of personal security, etc. Our brain tends to preserve the memory of traumatic experiences in our body, making it impossible, in some cases, to find an inner balance. The expression of this emotional memory allows one to release tensions or frustrations by replacing them with positive experiences that can stimulate a new and constructive meaning (Sánchez Pizarro, 2011).

Through this idea the present project is also a way to develop executive skills such as memory, perception, attention, discernment, thinking, motivation and reasoning. Precisely because, closely linked to emotional management, these aspects afflict people who live long periods of isolation. The evolution of behaviours such as aggression and rivalry affect most inmates who come mainly from contexts with a strong presence of violence exerted by the environment, family or friends. For them, a project oriented to overcoming conflict with a solid foundation in emotional intelligence and cognitive-reflective development is needed for the construction of a personality, oriented to positive attitudes around themselves and others. Dramatic play plays a very important role in the development of communication channels that allow the transmission of ideas, the expression of emotions and feelings present in all conflicts. In this pedagogical perspective, the conflict is more likely to be resolved positively within a participatory and democratic, creative and cooperative structure.

It is verified through numerous researches that artistic disciplines generate positive attitudes towards life, towards oneself and towards others. It can contribute with a critical and responsible attitude to foster openness to other ideologies, thoughts and attitudes. It can also help to resolve autobiographical conflicts in a situation of drug addiction, in the face of a crime committed or any other fact that has negatively marked the person, since it acts as a liberating element, favouring the improvement of the quality of life, generating new expectations and hopes (Villamarín, 2005).

The participation of the prisoner in a project such as “Emozion-Art” favours them in the following aspects:

-       At the social level, so that they can independently acquire prevention and reintegration skills, considering that the factors that explain the emergence and development of drug use are often linked to problematic social contexts.

-       At the level of personal expression, so that they can express needs through creativity and the capacity for symbolization that art implies, favouring the expression of feelings and emotions through a playful act.

-       On an affective level, so that they gains confidence and can reach ever higher levels of independence.

-       At the relational level, so that they can gradually expand their circle of relationships and know how to adapt without problems to different social groups.

-       At the work level, so that they can overcome their own lack of experience, knowledge and responsibility, supporting a permanent decision to move forward and find their own job.

In conclusion, art and culture are of fundamental importance to break the routine and open more humanized and humanizing horizons of the prison context and reality. Through art as a model of emotional education, it is proposed to favour prisoners in expression, knowledge, in flowing feelings and ability to communicate with others in a process of transformation and personal growth, strengthening their identity (Villamarín, 2005).

That is why the proposal is to start from two fundamental lines of work: the first inwards, adapting and preparing the environment, helping to take care of one's interiority in those who are deprived of personal freedom, motivating them to start a new life; the second, to generate the participation of civil society in the processes of promotion of cultural policies, contributing to the process of rehabilitation and reintegration. All this is achieved through a playful space of research for all those people deprived of personal freedom, interested in the arts as a collective and artistic human experience.