espanolEl articulo presenta los principales resultados de un estudio que, con una metodologia etnografica, se formulo para caracterizar los procesos de ensenanza relativos al arte, movilizados en nueve instituciones publicas y privadas de educacion inicial en Bogota. Se encontro que existen al menos cinco concepciones de la ensenanza del arte. Curricularmente se caracteriza por realizarse mediante la integracion de las artes y de diversas disciplinas y por la inclusion de las familias en los proyectos. Las artes tienen unas caracteristicas en su ensenanza y unos contenidos propios, como el desarrollo estetico, creativo, creador, cultural, subjetivo, identitario, autonomo y liberador. Es necesaria una construccion didactica planificada y formacion para los docentes que diferencie este tipo de conocimiento de la ludica, manualidades y la recreacion, y que lo potencien como una alternativa a los paradigmas tradicionales en educacion inicial. EnglishThis article presents the main results of a study that, with an ethnographic methodology, was made to characterize the teaching processes related to art developed in the classrooms of 9 public and private initial education institutions in Bogota. It was found that there are at least 5 conceptions of art teaching. In the curriculum it is characterized by the integration of arts and diverse disciplines, and the inclusion of families in the art projects. The arts have characteristics in their teaching and their own contents, such as aesthetic, creative, creative, cultural, subjective, identity, autonomous and liberating development. A planned didactic construction and training for teachers is needed to differentiate this type of knowledge from play, crafts and recreation, in order to enhance it as an alternative to traditional paradigms in early education.