Arts teaching in Brazil and its evolution to Profartes in the perspective of continuing education

Abstract

The study that is presented in the form of an article will discuss a structural and historical context of the teaching of the Arts discipline in its trajectory in the Brazilian educational system that dates back to the beginning of Portuguese colonization, and it should also be noted that evidence in Arts were found among the native dwellers at the time. Since then, the Arts discipline has been adapted to the different changes in the educational field, fundamentally in the curricular reforms, assuming a concept of art-education teaching guiding the basic school project and training for teaching at the university. But, it will be in graduate studies, the emergence of Profartes, a continuing education program at the professional master's degree in Arts (2011) created through public policy induced by the Coordination for the Improvement of Higher Education Personnel (CAPES) in the format of network, that progress will be made in the field of continuing education in the area and, based on a challenging mission, to propose to the universities that are part of the program, an integral formation that can lead course-takers to reflect on their pedagogical practices, in a context of changes and innovations brought about by technology applied to teaching, and also enabling them to include research as a teaching tool. Therefore, when we reflect on the training of Arts teachers, and, in our study, approaching the evolution of the Arts discipline in the educational space, a continuing education program at the professional master's level makes it evident that historical prerogatives enhance the need of the State to continue to intervene through public policy and to induce programs aimed at this qualified training.