Teacher education in the arts, from the individual to the collective: notes for creating a we

Abstract

In a social climate marked by confrontation, the exacerbation of individualism and the criminalization of cooperative projects, this paper inquiries about the place assumed by the collective in Visual Arts teacher training. Do we teach future teachers to situate themselves, think and work collectively? Do we train them to be part of and/or build new collectives? How do we articulate the singular and the plural in teaching and learning? What categories of education do we approach theoretically and practically as a collective? From a poetic, non-prescriptive perspective, the specific Didactics of Visual Arts is postulated as a nodal field, of crossings and epistemological encounters to approach experiences that transit and investigate the teaching between the individual and the collective. Thus, three nuclei of inquiry/action that are developed with teacher training students at the Universidad Nacional del Artes are presented: Collectives of Memory and the artistic-educational practices that call to put the body to the new generations. Collectives of looks and the notion of didactic sensorium as a way of seeing shared by and for educators. Collectives of didactic creation and the group production of the planning of teaching projects. Finally, the need to continue researching, creating practices and conceptual categories that support and encourage the collective is raised.