Other ways on visual arts teachers’ formation – Where are we heading to?

Abstract

This paper is the result of analyses done at the project “What students learn in high school’s visual arts classes”. The focus of this investigation were classes given by initial formation teachers (on training at Visual Arts Bachelor of Education) using a typology of contents which was proposed by Zabala (1998). This project was initiated after a long field research (2006/2007 and 2008) seeking to check the context of visual arts education at public schools of Santa Maria/RS, through interviews with 56 teachers with formation and experience on visual arts area, and with 112 high school students. We followed (2008 and 2009) with the proposition of continued formation actions by Visual Arts Laboratory, CE/UFSM. After that (2009 and 2010) we initiated an accompaniment with initial formation teachers, motif of this paper, and on which it was possible to perceive the importance of the dialogs which were constructed starting from the perspective of visual culture at UFSM’s Visual Arts B.Ed. Visual culture studies have been contributing to new positions of the teachers at school and formative contexts, enabling situations of experience and collaboration between teachers and students.