This paper raises the question about school aesthetics, which are associated not only with artistic practices, but with the vital project of creating citizens and responsible social subjects.At the same time, it also interpellates the presence of arts in the curricular models, noting that, by the time being, the introduction of arts in the curricula takes for granted an educational and historicist perspective, which is founded rather on the economic value of the work and its mercantile aspect, than on it as an autonomous field of knowledge.Finally, it addresses the issue of the actor as the very axis of theatrical training, as it has been long established in the bulk of school curricula.