Confusiones ante prácticas artísticas contemporáneas. Pistas para la formación docente en artes The confusion of an elementary school teacher about the contemporary artistic practice of performance, during a mentoring process for arts education, is the trigger of this article that aims to reflect on what is necessary to consider in training processes focused on elementary school teachers, and that these training spaces manage to be significant and creative. The methodology used is qualitative with an ethnographic approach, focused on observations of different teacher training processes in arts, their systematization and in-depth analysis. The results of the analysis provide information of different aspects to consider in teacher training in arts and invite us to imagine ways that favor a true dialogue based on listening and mutual enrichment. Based on this, different principles are set out, related to recognition, trust and interdisciplinary possibilities so that teachers who are not specialists in arts can explore them and have some tools to teach them.
Keywords:
art education; teacher training; active listening; elementary school; creativity