Further readings and visualities in art eaching formation

This article discusses teaching education from the perspective of the inclusion of personal stories. Through a critical analysis of the multiple possibilities of apprehension of visualities in contemporary world, we seek to provide an assessment on the common procedures in the processes of teacher training in art. Very often, the basis of such methodology is the teaching of art as content transmission; personal references of the reader and their impact upon the understanding of these processes are generally absent, and this implies the absence of the one who is involved in the process of apprehension of the image, of him/herself as well as of the world through Education. In contrast to this perspective, proposals are made to enable a better connection between context, personal experiences and the legitimized knowledge on art and on so many other visualities which permeate our daily lives