Abstract
This paper deals with the movements raised by the presence of arts in a professional education school in Brazil. Under the guidance of a teacher, the students undertake artistic interventions in the institution. As soon as these proposals took place, it could be observed that teachers currently working in other areas reacted to such activities, understanding them as disruptions or counterbalances brought from the starting point of art. To understand these shifts, a Master research program was created addressing the question of dislocations caused by the artistic practices carried out by the students at the campus. The research sheds light on the possibilities of experiencing with art in order to create an alternative teacher training in professional education, also emphasizing the fact that a much more open-minded attitude towards aesthetic experiences within the school is to be found as these practices become more frequent.
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