Reviewing the formative artist-teacher model in visual arts teacher training: A view at the articulation between disciplinary and pedagogical knowledge in regular careers in Chile

Abstract

This article presents an exploratory research that analysed the conception of the teacher that emerges from the Visual Arts Pedagogy degrees in Chile. To this end, we reviewed and compared the disciplinary and pedagogical training provided by the six regular degree carrers in the area, which belong to the Chilean higher education system. We also explored the relationship between curricular proposals and graduate profiles. At the methodological level, a general analytical matrix was created that allowed for the coding, analysis and comparison of curricula and institutional discourses. The main findings point to the fact that most of the degree carrers give more weight to the practical disciplinary area, as opposed to the historical and theoretical areas. In addition, there is less emphasis on the didactics of the speciality. These aspects are crucial, as it can be seen that the conception of the Visual Arts teacher that underlies these degree carrers refers to a professional dedicated to artistic work, characteristic of an educational model inaugurated in the 18th century, typical of a colonial vision, which is oriented towards the training of an artist-teacher and which subsequently might replicate the centrality of procedural work in school con