Complexities of teaching Art in Pedagogy

the dual polyvalence in generalist teachers’ education

Abstract

This article, the result of an excerpt from our doctoral thesis, presents a discussion on the complexities of working with Art in initial formation in Pedagogy. Based on the history and official documents about the teaching Art in Brazil, this study presents and problematizes the term double polyvalence. This term initially refers to the pedagogue’s ability to manage various curricular components. Additionally, the curricular component encompasses the ability to integrate four artistic languages – visual arts, dance, music and theater – as established in official documents. Teaching Art developed in a polyvalent way can happen without delving deeper into each artistic language, as there are few conditions to work on them with quality. This happens because there is an excess of content in Art and other curricular components to be worked on by the pedagogue. Therefore, given the conditions in Pedagogy courses and in primary schools, contemplating the four artistic languages appears as what is possible. Approach concepts, content and methodologies of each artistic language demands greater attention to their formation processes, especially to the formation and performance of the initial series teachers of the schooling.