This doctoral thesis has as its object of study the teaching of Art in teacher training from the perspective of ten presentials Pedagogy courses in Baixada Fluminense. Seek identify the specificities that direct the artistic practices of formation in Pedagogy in the region. The geographic focus of the study corresponds to the thirteen municipalities of Baixada Fluminense, a region that has few visibility and several lags related to the artistic and educational field. Methodologically, the number of courses, disciplines and information collected in official MEC databases and documents are discussed made available by the courses. Qualitatively, the collected data are through 73 answers to questionnaires applied to the students and 13 semi-structured interviews with four coordinators and nine Art teachers of the ten analyzed courses. The fundamental theoretical fronts emerge from the field of teacher training, based on Gatti and Nóvoa; curriculum and didactics studies, in the currents defended by Moreira, Candau, Libâneo, Arroyo and Pimenta; and in the artistic field, from the studies of Dewey, Barbosa and Martins. Current legislation is also used for teaching the curricular component Art in basic education, to discuss the four artistic languages (visual arts, dance, music and theater) provided for by official brazilian documents. The data collected are associated with the production of knowledge in Art in the Baixada Fluminense, region surveyed through researchs by Hoffman, Melo, Medeiros, Siqueira, Souza and Souza. From the analyses, it was possible to identify the artistic practices developed in the classes of the Art teachers and perceived by the students of the ten investigated courses, seeking to identify the characteristics and competences that dimension the learning in Art of the pedagogues in formation. The context of the curricular component Art in the ten investigated courses dialogues with the political, social and economic profile of the region. Throughout the investigation, it could be seen that some professors develop an Art teaching that reinforces stigmas attributed to the reductionist and instrumental view of the arts, while others condemn such practices and seek to overcome them. Debates about the polyvalent and/or stigmatized teaching of the four artistic languages in the investigated field have been recognized by the research subjects, mainly superation to the secondary conditions in which the arts are presented in the curricula of Pedagogy courses. There is little space, time, visibility and conditions for the artistic work to happen with quality, as well as there are institutional and historical issues introjected in the way of teaching Art for the initial grades. By taking the discussion to the field of teaching the four artistic languages, polyvalent teachers working in the early grades need to develop a double polyvalence. That is, teach all of them, in addition to the other curricular components provided for by the National Curricular Guidelines. It is concluded that, despite proposals and attempts to change this reality, Art as a curricular component and area of knowledge is still little explored by the curriculum that train teachers to work in the initial serials in schools. Regarding the contextualization of the place, there are certain weaknesses related to the lack of initiative in knowing and consuming the local artistic manifestations of the Baixada Fluminense. In this way, a possible reversal of the situation identified on the teaching of Art from universities to schools becomes difficult.