DIDACTIC-PEDAGOGICAL TRAINING OF ART TEACHERS IN BASIC EDUCATION: DISCOURSES, PRACTICES AND PEDAGOGICAL MEDIATIONS

Abstract

This article analyzes the didactic-pedagogical training of art teachers in Basic Education, using Francisco Feitosa Chaves' dissertation as a reading guide and expanding the discussion through recent bibliographic production, normative documents and open research on art education. The study is based on the understanding that the art educator's performance is not limited to technical mastery of artistic languages, as it involves curricular choices, cultural mediations, critical reading of images, listening to student experience and construction of practices that relate art, school and social life. The discussion addresses the historical trajectory of the component, the shift from practices centered on copying to proposals focused on authorship, legal changes that consolidated art teaching as a mandatory area, the influence of BNCC, the impacts of digital technologies and current requirements of initial and continuing education. The research has a bibliographic and qualitative character, with authorial writing, without the use of direct quotation. The text argues that teaching in the arts must be understood as intellectual, cultural and pedagogical work, capable of articulating specific knowledge, planning, evaluation, aesthetic repertoire and commitment to the human formation of students.