Curriculum of Visual Arts on Basic Education: Classrooms’ Everyday Life and Teachers’ Formation

We aim to problematize the curricular proposals that surround the participation of Visual Arts on the Basic Education teaching process. In order to accomplish this goal, we appeal to the discussion of some guidelines which are currently in force for Arts teaching at elementary school, as well as the aspects of their theoretical anchorage. The purpose of Arts education on Basic School might be considered in line with a Project of Human Formation still guided by the hegemonic cultural pattern. Both the realization and knowledge of aesthetic productions would lead to world reading and representation. However, we consider the ‘exploitation of the imagistic universe’ recommended by the Brazilian National Curricular Parameters will only have significant consequences beyond Party conductions of Education if the processes which are demanded are adequately contemplated and mediated on the concreteness of the classroom’s everyday life, where each parameter designed as dominant wrecks. Taking into consideration the notion of difference, this reflection about the curricular postulates of Arts tries to elucidate some aspects such as the desired ‘development of attention, memorization and gesture capacities as well as other body abilities’ seeking the conceptual enlargement of these capacities. We show our theoretical adventure that intends to contribute for a curricular accomplishment compatible with the present moment. The research about the genealogy of intimate Education utopia, considering the World Images and Imagistic World to study curriculum, visual culture and teacher formation are the main discussions purposed in this paper. We understand that the participation of Arts teaching on a successful school formation in tune with present time depends on the acute conceptual limits imposed to the first one and to the recognition of overflows that its epistemic field and peculiar practices have imposed to curricular gates of the second one: the contemporary formal education.