2018-12-052018-12-052005-06MARTINS, Raimundo; TOURINHO, Irene. Entre contingências e experiências vividas... propostas para pensar um ensino crítico de artes visuais. Visualidades, Goiânia, v. 3, n. 1, jan./jun. 2005. Disponível em: <https://www.revistas.ufg.br/VISUAL/article/view/17934/10698>.1679-6748http://repositorio.bc.ufg.br/handle/ri/16501Critical thinking and teaching have been receiving attention from teachers and researchers in the field of education but, less so, from visual arts teachers. Today’s paradoxes – global/local, private/public, identity/difference, knowledge/feelings - require critical theorization in order to help us articulate teaching practices with the social, political and cultural issues that constitute them. This paper presents and discusses three critical proposals to think the curriculum construction in visual arts. Answering to the necessity to especulate and open epistemological ways that offer possibilities for art teachers to engage with critical practices, issues such as ‘power’, ‘knowledge’, ‘identity’, ‘daily life’ and ‘affects’ are stressed in this discussion.porAcesso AbertoPedagogia críticaEnsino de arteCurrículoPrática educativaExperiência vividaCritical pedagogyArt teachingCurriculumEducational practiceLived experienceArtigo10.5216/vis.v3i1.17934