Curriculum as a possibility of teacher training in the arts: a look over the state public schools

Abstract

This text is based on the premise that official curricula are part of public policies for education and represent possibilities of teacher’s formation. From the research carried out with art teachers of Sao Paulo’s state public network (2012 – 2016), the text seeks to reflect over meetings and disagreements between these teachers’ formative conceptions and the conceptions brought by Sao Paulo’s official art curriculum (2008 – current). Conceptions of art, access to art, art teaching and art curriculum, revealed in the conversations with fifteen art teachers, led to reflections on the relevance of a careful work of teacher formation to act with a curriculum, formation which allows the teachers to identify, understand, deconstruct and rebuild their own formative conceptions in the relation to the curriculum, in way to nourish and sustain their choices to the teaching/learning of art that they consider desirable and/or indispensable to their school contexts.