This research study focused on the contributions (formulation, implementation, evaluation and feedback) of an inter-institutional academic cooperation agreement, in which strategies were co-constructed, theories were privileged and practices were rethought, aiming at institutional improvement and the qualification of teachers and teachers in training. In the diagnosis, a set of needs were identified in the area of Artistic Education, in terms of knowledge construction, teachers’ role and disciplinary training. As an opportunity for improvement, actions aimed at educational quality were formulated, emphasizing criteria such as pedagogical innovation. Therefore, once this agreement was implemented, the pedagogical incidence in the related institutions was studied, and the findings were evidenced, mainly in the transformation of the pedagogical practices of active teachers and teachers in training, and, therefore, in the improvement of educational quality.