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This paper seeks to explore the historical practices that shape and give intelligibility to the present of art education research. The methodology is the History of the Present. In this sense, the denaturalization of psicopedagogical discourse related to who the child is allow us to think about who the child should be. In Portugal, since the end of the 18th century, one can find continuities in the ways of reasoning about the need of arts education. In a Foucault ian perspective, we will focus on the moral, disciplinary and of the self technologies that are part of the processes of subjectification within the educational arena.The purpose is to suspend what is taken for granted as the starting point of research. In doing so, we can open alternatives in thinking about the (im) possibilities of art education in the present.

Investigar em Educação Artística: A História do Presente como a Possibilidade de Desnaturalizar Alguns Lugares Comuns