The world of arts challenges static definitions, new concepts, media and techniques are always emerging, and this constant renew is reflected in the ways arts are approached, or should be approached in education, in the same time contemporary arts are providing us diverse tools for leaning and specially transformative learning However we observe that little changes occurred in the ways teachers from basic education are exposed to arts in their initial training in Portugal. Contemporary arts are seldom integrated or mentioned in the curriculum practices of initial teacher training courses. These observations were the starting point to undertake a small study about teachers and students perceptions aboutcontemporaryvisualart is approached in initial teacher training .

Freedman, K. e Stuhr, P. (2004). Curriculum change for the 21st century: visual culture in art education. In Eisner, E. e Day, M. Handbook of Research and Policy in Art Education. New Jersey: Lawrence Erlbaum Associates. (pp.815- 828).