Contribuições da cultura, imaginação e arte para a formação docente

Abstract

In this paper we reflect on the relationships among culture, imagination, art and educational formation. Understanding the school curriculum as a sociocultural artifact, we infer that the different cultural practices experienced by the teachers out of the school environment also constitute educational knowledge. From this perspective, we focus on results of researches that discuss the habits and the frequency to which teachers of basic education get exposed to visual art exhibitions, dance shows, theater, concerts and movies, and the factors (material and non-material) that hinder the precarious insertion of teachers in the organized circuit of the arts. Without the pretension of indicating solutions for such complex themes, we are pointing out aesthetic formation as fundamental to the pedagogical practice, and we propose a reflection on subjects still little explored in the studies about teachers' formation for the basic education.