This research contemplates reflections on the profile of the egress of the Visual
Arts Course, using the 2007 Curricular Pedagogical Proposal and the new 2019
curricular document, specific of the Degree in Visual Arts of the Faculty of Visual Arts
/FAV of the Federal University of Pará /UFPA. The study considers the historical
process of curriculum construction in the Arts course at UFPA, bringing together the
most important milestones that influence the profile of art / education graduates,
coupled with quantitative and qualitative in-kind data analysis to substantiate
contextual information. of teaching in this graduation. To base these considerations
some authors are invoked to validate the propositions of these studies, they are: SILVA
(2011), ZABALA (2010), TARDIF (2002), BARBOSA (2012), PIMENTA (2002), among
others. Based on these authors and based on my own experience as a graduate of the
Visual Arts Degree at UFPA, reflections are conducted on themes that go through the
process of initial formation of art / educators, so that we can understand how this birth
and growing of the world occurs. teaching identity in the historical, political, social,
ethical, philosophical and epistemological context of the Visual Arts course. It is
observed the teaching and student involvement of this experience over the course of
the course, with a view to identifying the sensitive nature of how these relationships
constituted the concepts of teaching that currently guide the egress profile that the
initial education aims at.
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