Dança no ambiente escolar – por um conhecimento com ações emancipatórias

Abstract

Teaching dance based on a traditionalist perspective involves and study the body via a regulatory prospect (SANTOS, 2009). This landscape, maintains a teaching and learning model based on the repetition of certain patterns of movement which reinforces acts (both verbal and non-verbal), about Dance and the dancing body. The traditionalist perspective hinders the student from the knowledge of Dance via a bodycorponnectivity (RENGEL, 2007) in the contemporary world. As in otherwise, teaching dance departing from an emancipatory angle collaborates to an enlarged understanding of the body and the Dance. The main goal of this research is to analyze and present arguments based on the dance teacher´s outlook regarding dance tutoring in Brazilian schools (primary and high school). As a dance educator of Escola Municipal de Pituaçu in Salvador/Bahia, I intend to discuss about emancipatory attitudes encompassing not only local but also global contexts. I propose to do so by sharing experiences and theoretical premises that relates not only to my teaching dynamics but also to the general teaching model in Brazil, not limiting the research to the scope of the Dance field. This research, therefore, aims to reflect autonomy and emancipation concepts, and to debate issues related to dance tutoring within basic education schools, looking at the educator´s everyday experiences in class. In order to achieve such purpose, this study refers mainly to Jacques Rancière (2015) and Lenira Rengel (2007). The methodology of this research consists in the analysis of the aspects related to the process of teaching/learning Dance in school. I focused on bibliographical analysis, report of my teaching experience associated with the case study about my role at Escola Municipal de Pituaçu as well as the experiences of other teachers of the same educational system. For that reason, I have conducted interviews and meetings with these professionals. The relevance of the present research is to identify how educational models that are dedicated to an emancipatory formation collaborate for non-dualistic understanding of the body, contributing for a view of Dance as an educational occurrence and a field of knowledge. I emphasize as part of the results, constructive possibilities for dialogue between distinct professionals, teachers and students, as well as between the School and the University.