Artistic education and deficit of qualified teachers in public schools of O’Higgins, Chile

Abstract

The present study analyzes the current state of artistic education in Chile, through the training and characterization of educational practices in public schools in the O’Higgins Region. The methodological approach is mixed and includes the review of primary information from universities, a survey and semi-structured interview applied to teachers and regional artists. Among the findings, the low number of specialist arts teachers and the relevant work of artist-educators in programs such as Acciona or CECREA stand out to cover the absence of qualified teachers. Furthermore, the impossibility of rural schools far from large cities to attract specialist teachers is confirmed. The lack of initial teacher training in the arts and limited ongoing training emerge as impact factors in the teaching- learning processes, especially in basic education, and in territories where the sociocultural participation of families and students is low.