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Artistic languages are of great importance for the full development of every human being. In basic education, children are at the stage of literacy and creativity. In this period, humanizing art comes into action with a reflection on the expectations that the teacher has of pedagogical practices and their possible interrelationship with the learning needs of students understood in a sense that does not separate cognitive development from artistic development. This book is the result of an empirical research on art teaching in the context of literacy using interviews and Focus Group. The script of the interviews was divided into: profile, teaching and learning process and interpersonal relations between Art teachers and literacy. After the interview process, the categories were elaborated: family, integration among teachers and between subjects, physical space and teacher training.