Abstract
Through perspectives based on the principles of visual culture, this article discusses identity aspects of 'being a teacher' in a globalized, constantly changing world that imposes demands in the field of education, art and the teaching profession. In this context the concept of ‘teacher-artist’ and its hybrid identity emerge as a modality of cultural performance intertwining actions in art, education and, mainly, research. The text gathers partial results of a doctoral research in art and visual culture whose field work involved the participation of eight teacher subjects from a professional center in art in the city of Macapa, state of Amapa. A spectrum of pedagogical options offered by visual culture education associates daily school and cultural meanings, configures the relation of teaching subjects and students, creating an interface of collective knowledge and individuations/practical realizations.
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