Displacements and possibilities for thinking about art teaching in the present
DOI:
https://doi.org/10.5902/1983734888319Keywords:
Art, Education, Art education, Teaching, SchoolAbstract
The methods used in the initial formation of visual arts teachers have been debated for some time. Recently, especially after the COVID-19 pandemic, the issue has gained more importance. The return to the classroom has highlighted the need to rethink the strategies used in the field of art/visual arts teacher education. Based on the practice of systematizing experiences, a set of situations experienced in recent years in Visual Arts teacher education courses in the South of Brazil is described, with the aim of offering elements that allow us to think about the relationships we have established between art and education, teaching and school, whether in classrooms with students in formation for teaching in art/visual arts or in schools during internship practices or even in extension curricularization activities. Based on the intersection of art/visual arts teaching initiation practices with discussions on didactic-pedagogical methods for teaching art in the school context, some clues are pointed out based on the idea of unpredictability, wandering and not-knowing. The aim is to think about training practices that are less predictable and more inventive in the field of art teaching in the contemporary world.
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References
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