The aim of this paper was to identify teachers’ concepts and practices of Art teaching in public schools in Blumenau/SC (Brazil). The theoretical framework was based on Fusari and Ferraz (2001); Barbosa (2003, 1997) and Oliveira (2001). In a qualitative approach, interviews were conducted with ten Art teachers and three teachers who demonstrated, during the interviews, approaches with the postmodern perspective had their teaching practice observed. The results showed that, in the interviews, most teachers stated that they develop pedagogical practices aimed at a postmodern teaching concept. However, during the observations, it was possible to notice that some activities showed a distinct concept than that stated by the teachers. Teachers have hybrid practices indicating a range of teaching concepts. Although they all shared the same ideal, consistent with the postmodern strand and based on the Triangular Proposal, the practice did not show such a purpose. It is emphasized the importance of bringing deeper reflections on teaching and learning processes to the Art Teaching Graduation Course, as well as the need for meaningful continuing education for practicing teachers.