Linguagens afetuosas na dança: ações emancipatórias na formação docente

Abstract

Carried out in the Graduate Program in Dance at the Federal University of Bahia, linked to the research line Dance, body and cognition, this thesis presents the hypothesis that affectionate communicational approaches in learning-teaching relationships (Freire, 1996) work towards building conditions for the emancipation of students. It points to the importance of establishing relationships between dance, affection and emancipation in the training environment of the Dance Degree program at UFBA, with the intention that these assumptions echo in the artistic and educational spaces where these professionals work, with a focus on basic education. It set out to produce contributions to the field of dance teaching, challenging molds rooted in the structures and organizations of teacher training, especially those related to modes of language, establishing a critical reflection on educational contexts based on exclusionary and colonizing premises. The research aimed to investigate the relationship between affection, languages and emancipation and, consequently, to defend the thesis that affectionate languages are aggregating didactic actions in favor of emancipation processes in the training of dance teachers. It also aimed to establish a multi-referential dialog to understand how affective languages are configured as didactic-pedagogical approaches. It approaches languages as systems that structure and enable the processes of communication and interaction, which are understood to go beyond verbal, spoken and written action. The reason behind this thesis is to find strategies for transforming, maintaining and valuing dance as an area of knowledge in educational environments, collaborating with the training of dance teachers in training, as well as with continuing education processes. The research methodology presented here is qualitative and exploratory in nature (Gil, 2019). It consists of using bibliographic review procedures for conceptual review, and data production, developing an analysis of the discourses and narratives (Minayo, 2007) presented in the internship conclusion works and final pedagogical residency reports, produced in the Dance degree course at UFBA between the years 2021 and 2024. The data was organized and categorized, identifying emergencies and pointing out methodological teaching strategies based on the experiences of this training course. The work defends the ideals of liberating education in its potential to emancipate and transform people and society, based on Paulo Freire (1967, 2003) and bell hooks (2013, 2020). In the field of cognition, neuroscientist António Damásio (1996, 2018, 2022) addresses the correlations between affections, emotions, feelings and the development of human consciousness and cognition. The theme of dualism is approached through the research of Lenira Peral Rengel (2007). As a result, the research seeks to advance contributions to the field of teacher training in Dance, proposing that teachers act in the construction of possibilities for the development of emancipatory processes for students, stimulating an autonomous professional performance with transformative potential.