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This article presents a theoretical and methodological reflection, grounded in teaching practice and community intervention, through the systematization of experiences and pedagogical reflection. The objective is to analyze the didactic possibilities of land art, Arte Povera, and Situationist dérive as conceptual and operational frameworks for designing exercises in exploration and sensitive recognition of the environment in non-formal art workshops for children and adolescents in the Camino Verde neighborhood (Tijuana, Mexico). Through these workshops, playful, cartographic, and field-recording tools are integrated (such as urban drifts, material collection, collages with waste materials, mapping, and community interviews). The results confirm that these practices extend beyond the conventional classroom, encouraging collective activity, abstraction, and spatial reinterpretation. Participants were able to channel their creative energy using readily available resources from the environment (stones, metal waste), promoting the activation of public space and critical reflection on local issues such as the omnipresence of waste. The main contribution of this study is that it offers a conceptual framework that translates contemporary art movements into pedagogical strategies applicable to vulnerable contexts, and it revalues ??the art workshop in the transformation of the landscape. It concludes that contemporary artistic practices possess high pedagogical value as long as they do not imitate specific pieces, but rather reclaim the creative and reflective potential of their foundations to encourage direct, sensitive, and collaborative interaction between individuals and their community
