ABSTRACT This article, the result of a master’s research project, aims to present the findings of a study carried out within the scope of the Professional Network Master’s Program, Prof-Artes, at Federal University of Paraíba - UFPB. The objective was to analyze how teachers without specific training in the different artistic languages, and without formal education in art, structure and organize the teaching of the Arts subject. To this end, a multiple-case study methodology was adopted, involving two teachers from a municipal school in the city of Picuí, in Paraíba: one with a degree in Visual Arts and the other in Geography. Classroom observations and semi-structured interviews were used as data collection instruments. The theoretical framework was built based on authors in the field of education, such as Tardif (2014), Candau (2014, 2020), Nóvoa (2009, 2019, 2023), and Strazzacappa (2001, 2014, 2024), who were fundamental for understanding the situations and data collected in the research. As a result, it was possible to conclude that the participating teachers face the limits of their training, while at the same time transforming the gaps arising from the lack of specific knowledge into opportunities for ongoing learning, both with their students and in their own teaching practice. It was also concluded that the administrative designation for the subject reinforces polyvalence, which is absent in the training of art teachers, who are prepared to work in specific areas of knowledge: visual arts, music, theater, and dance.

Formation, pratiques enseignantes et défis dans le contexte scolaire

Abstract

This article, the result of a master’s research project, aims to present the findings of a study carried out within the scope of the Professional Network Master’s Program, Prof-Artes, at Federal University of Paraíba - UFPB. The objective was to analyze how teachers without specific training in the different artistic languages, and without formal education in art, structure and organize the teaching of the Arts subject. To this end, a multiple-case study methodology was adopted, involving two teachers from a municipal school in the city of Picuí, in Paraíba: one with a degree in Visual Arts and the other in Geography. Classroom observations and semi-structured interviews were used as data collection instruments. The theoretical framework was built based on authors in the field of education, such as Tardif (2014), Candau (2014, 2020), Nóvoa (2009, 2019, 2023), and Strazzacappa (2001, 2014, 2024), who were fundamental for understanding the situations and data collected in the research. As a result, it was possible to conclude that the participating teachers face the limits of their training, while at the same time transforming the gaps arising from the lack of specific knowledge into opportunities for ongoing learning, both with their students and in their own teaching practice. It was also concluded that the administrative designation for the subject reinforces polyvalence, which is absent in the training of art teachers, who are prepared to work in specific areas of knowledge: visual arts, music, theater, and dance.