From the Huellas cultural center, at the Las Tunas headquarters of the Nicolás Guillén Foundation (FNG in Spanish), a project of love and inclusion stands as a beacon of light from which knowledge and emotions emanate. Under the guidance of visual artist Gretchen Lisbeth González Acosta, the Labyrinth of Lights visual arts workshop has become a haven of learning for children with autism spectrum disorder (ASD) and students with special educational needs (SEN).

It was Gretchen, vice president of the FNG in the province and member of the Union of Writers and Artists of Cuba (UNEAC in Spanish), who conceived the idea of creating this educational inclusion strategy that has brought her so much joy.

Later, friends joined her, writing new chapters of love together.

“Laberinto de Luces" (Labyrinth of Lights) emerged in 2010 in the Bolivarian Republic of Venezuela, while I was serving on the Cultura Corazón Adentro (Culture from the Heart) mission. Upon my return, I continued the project in special education schools in Las Tunas, and when I began working at the FNG (National Folklore Foundation), we incorporated it into the programming in 2023.”

“This initiative guarantees accessibility and is a tool for raising awareness. Here, they develop skills through collaboration, learn to communicate ideas and emotions, and cultivate values such as empathy, equity, and respect for diversity. They also participate in various cultural activities,” she explains.

Through techniques such as painting, drawing, sculpture, and papermaking, Laberinto de Luces contributes to the holistic development of its participants. In this oasis, children and adolescents not only enhance their cognitive, academic, and motor skills, but also explain that “they foster creativity and divergent thinking, which contributes to psychological well-being.”

“That’s why we provide a natural environment where they improve their fine motor skills, relieve stress, and strengthen their self-esteem by exhibiting their work. Through routines, organization, and autonomy, they prepare for adult life. Thus, the FNG reaffirms its commitment to the protection, understanding, and action regarding autism, promoting equal opportunities and a more inclusive society,” she emphasizes.

Art plays a significant role in the development of society and can become a gateway to personal growth. As González Acosta clarifies, in the context of autism, “it is not an ornament or a therapy: it is a language that allows one to inhabit the world. Inclusive art education opens channels of communication where words fall short.” It validates other ways of feeling and being, and transforms difference into an opportunity for connection.”

In this endeavor, the contributions of other people and institutions united by the same desire have been vital. For this reason, its coordinator highlights the support of trained artists and teachers from the FNG, specialists from the Diagnostic and Guidance Center (CDO in Spanish), reporters, psychologists, teachers, doctors, and family members.

Journalist and artisan Iris Hernández Rodríguez, owner of the PapelIris business, is one of the friends collaborating on this labyrinth of dreams. Her passion for stationery and handmade paper creation allowed her to join this experience, which she describes as “truly rewarding.”

“The children are very creative and intelligent, eager to learn. They communicate through visual arts and crafts; this way, we enrich each other and devise new ways,” she confesses.

Jonathan Edwars Contreras Fonseca, 19, arrived several months ago and, beyond painting, has grown in many ways. He is part of the literature workshop The Lost Manuscript and is now researching Cuban television, from “his childhood memories to the present day.” He even surveyed students at the 13 de Marzo primary school about their audiovisual preferences. He has also won prizes in visual arts competitions organized by Laberinto… and helps Yoan Santiago—another member—with the Joy of Living project. That is one of the sources of satisfaction for his teacher, Gretchen.

Anthony César Lara Cabrera not only loves to paint, but this teenager is also a lover of film, music, documentaries, and English. He joined about a month ago, but his mother, Yenexy Cabrera González, recognizes the positive changes she has seen in him, especially in communication.

“These classes are “They are very important to us, and we receive wonderful treatment. I was eager to integrate him into a place like this, where he could satisfy his desire to create, participate, and receive help, because he has always loved drawing and paper crafts. I am truly very happy,” she says happily.

The role of the family is fundamental because their support strengthens the confidence and emotional security of children with special educational needs. This allows learning to extend to the home and society. “By getting involved, they become allies in the inclusive process, reinforcing values and contributing to their children’s holistic development and future autonomy,” says Gretchen.

“Many arrive excited, and I always tell the parents to imagine they’ve come to a doctor’s office to have their blood pressure taken; they need to wait a moment for them to adjust, calm down, and meet other children… Once they adapt, it’s easier, and I proceed to guide them.”

Yolanda Meriño Carmenate, grandmother of 9-year-old Christopher Manuel Meriño Miranda, exemplifies what the project has meant for her grandson. When he entered the cultural center, the little boy, who loves painting, was “fascinated” by the paintings, but the best part was that from the very first day, he connected with the teacher, Gretchen. He enjoys it so much that he has won prizes and is very skilled at applying the sponge to the drawings. He knows the technical terms, the names of the different types of brushes, what a palette knife is used for… and considers himself “an artist in art.”

With deep gratitude, Yolanda mentions that “thanks to the participatory methodology and the hands-on learning where they interact with local writers and artists, my grandson interpreted and drew a story with a beginning, middle, and end while I was telling it. This showed me that there is no learning without emotion. Here, he participates, connects, and talks more with the other workshop participants.”

OF LESSONS, EXPERIENCES, AND ACHIEVEMENTS

More than just improving as an artist and teacher, Laberinto de Luces has allowed its founder to grow spiritually. With enormous conviction, she expresses how she confirmed to herself that “art isn't taught: it's accompanied. My greatest lesson was learning to let go of control and trust that each person finds their own path in life, through family and institutional support.

“The most significant experience, so far, happened one day with the brilliant David, who, while painting and speaking perfect English, smiled at his mother and me and said: ‘Here I feel happy, here I can be myself.’ Then I understood that people with autism dare to look beyond. David said exactly what many adults spend years trying to explain without success.

“I'm pleased that two of my students have their own cultural projects in schools and children's homes: Yoan Santiago, with ‘Joy of Living,’ under the guidance of actress Clotilde Aguillón; and Jonathan Edwars, with his audiovisual criticism project. They are excellent and very intelligent.

They teach classes alongside me and on their own, with great responsibility and quality,” she maintains.

Likewise, González Acosta recommends respecting space and independence in the creative process. “I always ask them if I can intervene in their drawing, because we shouldn't 'invade' without their permission. They value the need to work in a clean and organized environment. That's why, when we finish, we tidy up and organize the space.”

To the pride of its creator and other participants, the results of this collective are setting standards and transcending borders, as they have been presented and shared in various settings such as the III International Pluricultural Congress in Mexico and recently at the Social Sciences and Humanities Fair of the Las Tunas Delegation of the Ministry of Science, Technology and Environment (CITMA in Spanish), where the FNG's various sociocultural initiatives were also showcased.

With her emotions running high, Gretchen acknowledges that this adventure has changed her life. She has created an inseparable group of friends who achieve more and more each day. “To the families, I say that what your children see here isn't a workshop, it's a rehearsal for humanity. Accompany their questions, even if you don't have the answers; follow their pace. For all who need it, we are here.”

Thus, amidst colors, crafts, and a deep desire to create beauty, a labyrinth with very clear coordinates has been born in the heart of this city. A refuge of love that proclaims a special message and reminds us that, as Silvio Rodríguez sang: “You must love the clay in your hands.”