Ensino de arte em uma escola pública em Picuí-PB : Formação, práticas docentes e desafios no contexto escolar

Abstract

This research, entitled “Art Education in a Public School in Picuí-PB: Teacher Training, Teaching Practices, and Challenges in the School Context,” aimed to analyze how teachers without specific training in different artistic languages and without a background in Art structure and organize the teaching of the Arts curriculum component at Escola Municipal Tarsila do Amaral. Specifically, the study sought to describe how professionals are assigned to teach the subject, examine how Art education takes place—what is taught, why, and for what purpose—, investigate how teachers construct their knowledge to work with different artistic languages, and explore the profile and training trajectory of those teaching the Arts component, considering both teachers with specific training in Arts and those from other fields. The study involved two teachers, one with and one without specific training. Using a qualitative approach and the multicase study method, the research was based on theorists such as Tardif (2014), Candau (2014, 2020), Nóvoa (2009, 2019, 2023), and Strazzacappa (2001, 2014, 2024). Data collection was carried out through classroom observations and semi-structured interviews. The literature review included recent academic works, contributing to a broader understanding of the context of Art education and teacher training. The results revealed that both trained and untrained teachers face significant challenges but rely on creativity and accumulated experiences, using resources such as textbooks, online materials, and collaborative methodologies. The administrative assignment of teachers to the discipline reinforces multi-subject teaching, and the lack of investment in infrastructure and continuing education compromises the quality of instruction. Despite these challenges, teachers partially meet educational demands, though not to the full potential that specialized training would allow.