ART EDUCATION IN VOCATIONAL AND TECHNOLOGICAL EDUCATION: STATE OF KNOWLEDGE REGARDING FEDERAL INSTITUTES

Abstract

Art teaching occupies a contradictory position within Professional and Technological Education: although essential to comprehensive human development, its curricular presence may be reduced, fragmented, or subordinated to technical and professional purposes. This article analyzes Brazilian academic production published from 2008 to 2025 on Art teaching in Integrated Upper Secondary Education at Federal Institutes, considering its characteristics, theoretical perspectives, methodological approaches, contributions, challenges, and gaps. This bibliographic state-of-knowledge study searched the CAPES Catalog of Theses and Dissertations, the Brazilian Digital Library of Theses and Dissertations, the CAPES Journal Portal, and SciELO. The corpus was examined using bibliographic indicators and categories concerning artistic languages, integrated curricula, pedagogical practices, and human development. Findings show that the literature recognizes Art's contribution to sensitivity, creativity, autonomy, and critical thinking, while revealing difficulties in its integration with vocational education, inequalities among artistic languages, and persistent instrumental conceptions. Consolidating Art as knowledge constitutive of integrated education therefore requires its organic inclusion in the curriculum and further research into its relationships with work, science, technology, and culture.