Teaching what has not been learned

the silent contradiction of Art Education

Abstract

This article investigates the persistence of polyvalence in the work of art teachers, especially those trained in theater, who end up teaching content from other artistic languages - such as visual arts, music, and dance - in public schools in Minas Gerais. The research arose from the Theater Internship course at UFMG and involved interviews with teachers, observations of pedagogical practices, and analysis of state curriculum guidelines. The results indicate that, although the curriculum documents do not require teachers to teach languages outside their training, there is a school culture that perpetuates this practice. Five main factors explain this reality: guidance from school administrators, adaptability of content to the physical and cultural structure of the school, influence of the school system, alignment with the ENEM (National High School Exam), and use of textbooks. It is concluded that multi-subject teaching is not a legal requirement, but rather a historical and institutional construct that challenges teacher autonomy and the quality of art education. The study proposes a reflection on the academic and professional training of teachers and the need for public competitions consistent with their areas of specialization, aiming to guarantee the right of students to full access to the four artistic languages.