A formação continuada dos professores de Arte na Educação Infantil e no Ensino Fundamental 1a Fase: caminhos para uma práxis transformadora

Abstract

This research addresses the continuing education of Art teachers in Early Childhood Education and the early years of Elementary Education, considering the challenges and potential of a critical and meaningful pedagogical practice grounded in Historical-Critical Pedagogy. The study aims to identify the main challenges, contributions, and demands related to the continuing education of Art teachers, based on discussions found in Brazilian theses and dissertations. It is a qualitative-quantitative study of a bibliographic and documentary nature, conducted through a "State of Knowledge" survey on the CAPES Journal Portal, focusing on academic works published between 2020 and 2025. The analysis is grounded in the premises of Historical-Critical Pedagogy and in authors who discuss teacher education and Art teaching from a critical perspective. The results show that Art is understood as historically produced knowledge and a fundamental element in the process of humanization and the critical development of students. The analyzed research highlights the importance of teacher education that is critical, continuous, and theoretically grounded. Gaps were identified regarding the weaknesses in initial and continuing education, the persistence of spontaneous and technicist practices in Art teaching, and the need for teachers to deepen their theoretical-methodological understanding. The study concludes that the continuing education of Art teachers, within the framework of Historical-Critical Pedagogy, is essential for consolidating an educational praxis that is emancipatory and committed to democratizing access to artistic knowledge and to the omnilateral human development of students.