SEMINARS. DISCIPLINES. DECOLONIAL EXPERIVIVÊNCIAS. TRANS-FORMATIVE PROCESSES OF ART TEACHERS

Abstract

The question is: is there, should there be, how can or should the profile of an art teacher be? We can also ask: what is it, what should it be, how should it be and does it need to be different in terms of the teaching attitude and training of an art teacher? These and other possible questions take into account two conditions: my teaching situation in undergraduate courses, and in the professional master‘s/doctorate in the research line “Teacher Training, Cultures and Diversity”, and, very importantly, the real conditions of the Art subject in the context of schools – at all levels of basic education, public or private – almost always being of disinterest, unimportance, discreditability, devaluation, in all school instances, in relation to the other subjects in the curricula of Brazilian basic education. This is because the area has always been diminished in relation to science; because the student and teacher bodies have no numerical value associated with the discipline's activities; and, very recently, the mechanization of education as a whole, which has attributed more lack of credibility to the humanities in order to train for the job market. But the latter will not be the most important discussion here, although it will be presented, because I want to discuss aspects of teacher training more effectively in order to combat the discredited profile of the subject of Art and of teachers in school and community society as a whole, starting with student training.