Practices that “are being” in university teaching in terms of challenges and developments in arts teaching at the U.N.T.

Abstract

This collaboration ventures possible interpretations and reflections on university teaching practices from a perspective that reads in the present tense without denying past constructions and assuming their dynamic and proactive nature.  Focusing on the challenges posed by the teaching practices of the Visual Arts, Music, and Theater departments at the National University of Tucumán, we acknowledge the need to take a position on the pedagogical act as an event that encompasses and sustains intervention, research, and critical reflection without neglecting the conditions and structures that determine them. By rehearsing some responses that attempt to unravel the nature of practices, paying attention to what teachers do at the university in terms of training, we seek to problematize the founding prescriptions of the curricula of these teaching programs and the complex curricular interpretation for the selection of content specified in the programs of the chairs linked to teaching and the core of the practices. Highlighting some of the contemporary challenges, the discussion will focus on what teacher educators, identified as social subjects of the curriculum, define.