In elapsing of the years, the education of Art came passing for some pedagogical transformations; in the year of 1971 was enclosed in the Law of Lines of direction and Bases of the National Education n 5691/71, therefore it had as focus the expressive and creative process of the pupils, however was considered ' ' activity educativa' ' not as it disciplines. The true inclusion of the Art as it disciplines obligator invigorated in the year of 1996 for (LDB) the Law of Lines of direction and Bases for 9394 the National Education n as express Brazil, Convictos of the importance … to the area of Art revokes the disposals previous and Art is considered obligator in the basic education: ' ' The education of the art will constitute obligator curricular component, in the diverse levels of the basic education, of form to promote the cultural development of alunos' ' (art. 26, 2) (PCN of Art, 1997, P. 25). Being thus, the obligatoriness of the art education came to contribute in the development of the capacity of creation and innovation, as much for the professors as tool of education how much for the pupils assisting them in the development of the motor abilities; of form to contribute in the process of education and learning of same. Collating with the reality lived deeply in the period of training field, it was observed that different of the excessively pertaining to school art it is worked in its fullness, fulfilling what the law determines. 2 THE ART AND ITS IMPORTANCE IN THE DEVELOPMENT OF THE LEARNING IN THE PERIOD OF TRAINING FIELD We know that to work the art in the educational process it is of utmost importance, therefore contributes in the motor development of the child since the first contact of it with the school.