THE TRAINING OF VISUAL ARTS TEACHERS IN THE CENTRAL-WEST REGION

curricula and policies

Abstract

Considering the articulated research actions on teacher education processes in visual arts, carried out by the Visual Art Teacher Training Observatory, we identified the need to map data on undergraduate courses in this area of ​​knowledge, in the Midwest Region, with the objective of explaining the impacts of educational policies for the definition of curricular structures for training courses for Visual Arts teachers. We collect information available on the E-mec system and on the websites of each course. Based on a socio-historical basis, we conducted an exploratory analysis and presented quantitative data on the educational institutions that offer the courses and their administrative category, year of accreditation and creation of the course, teaching modality, whether in person or at a distance, time for payment. Especially from the analysis of the curricular structures, we consolidated some reflections, expressed in the thematic axes: the relationship between specific training and pedagogical training; interfaces with other areas of knowledge; the continuity and return of versatility in the training of art teachers; the concern with digital technologies. The results point to the growth of courses offered in the distance modality and the closing of face-to-face courses, to the need to value artistic practices and to update curricular structures, as a way of complying with current legislation.