Danças em estratégia flutuante: em busca da corpoemancipação de estudantes dentro e fora da escola

Abstract

This research was developed in the Professional Master's in Dance program at the School of Dance of the Federal University of Bahia. Its field of investigation is my professional journey in southeastern Minas Gerais, between 2016 and 2024, as a designated teacher in the public school system and as a performer-creator working in contexts marked by social inequality. It introduces the concept of “Floating Strategy” as a proposed methodological process for teaching Dance in both formal and informal educational settings. The objective is to promote a critical, reflective, empathetic, and adaptable approach to teaching—attuned to the urgencies of the body—and to enable what I call “bodyemancipation” among students. Using a qualitative approach and grounded in elements of implicated research (Almeida, 2016) and autoethnography (Meyer, 2018), the study unfolds through the articulation of actions presented as micro-narratives. Key references include André Lepecki (2016), who discusses the immanent imperative; Lenira Peral Rengel (2007) and her concept of “corponectivity”; Paulo Freire (2007), emphasizing the importance of dialogue in the educational process; and Achille Mbembe (2018), who introduces the idea of necropolitics. The results were significant: students experienced social integration both inside and outside the school context and became more critically aware of the social ills they faced at the time. I hope this research serves as inspiration and contributes to encouraging more educators to pay attention to what arises from their encounters and dare to create strategies based on their own and others’ professional experiences, rooted in their realities and territories.