The Rural Education over the last decades has been increasingly discussed, the result of social
movements that underpin the struggles of peasant peoples. In the face of this, the present
study seeks to contribute to the debates, reflecting on the teaching-learning methodologies in
the Art classes in the Rural Education. For that, a qualitative and quantitative research was
developed, investigating the pedagogical practices of elementary school teachers in the initial
series, in a rural school in Santa Terezinha do Tocantins, mapping their conceptions about Art
and relating them to their observed practices. Through the data collected during the
observation, open questionnaires and discussion with the teachers researched, it was possible
to realize that, most of the teachers surveyed do not understand the teaching of Art in its
totality, limiting itself to the use of traditional methodologies in their practices pedagogical. In
addition, it was noticed that such teachers do not carry out their planning and practice aimed
at the conception of Rural Education because they consider only the curricular grid that is
available to them and not the curriculum as a whole, inspiring to reflect on how important the
process is of academic training consistent with the students.
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