Dança e corponectividade: inexistências na formação da pessoa pedagoga

Abstract

This research is a critical journey that seeks to interweave Dance and Pedagogy in an interdisciplinary dialog. They are outlined as trails that unveil the complexity of this relationship of noexixtence of Dance in the curricular propositions of the Pedagogy course, by seeking interdisciplinary actions (Fazenda, 2012) that allow this epistemological void to be overcome. Pedagogy professionals perform dance activities in early childhood education. However, where is it located and how is it present in the training of the pedagogue, respecting the appropriate professional spaces? This question reveals a structural crisis: curricular polyvalence. By replacing subject specialists with fragmented approaches, it empties Dance of its formative potential and silences its place in the educational experience. Pedagogy has no Dance. The research aims to point out and call for a possible curricular change in the scope of these Pedagogy courses. It also intends to problematize the place of professional specialists in the field of dance. It proposes current concepts and notions about the body and its formative process, such as Bodyconevity (Rengel, 2007), a notion that denies the dualism of body versus mind, leading us to think about a body that is not just a “support” for the mind, but the action of the process of thinking, feeling and acting. At the heart of this interlocution is the intention to overcome the dualisms (Churchland, 2004) that have historically fragmented the body and mind, recovering the body as a field of knowledge production and an inseparable dimension of experience. Under the lens of critical thinking, the research assumes that the dualism of body versus mind remains rooted in the educational structures of the Pedagogy course. Studies such as Haraway's (2023) and Stenger's (2005) have provoked such reflection and led us to deal with the problem. The proposal is to generate kinships and take the problem and/or question as the foundation for building this path of study. This work was organized using a bibliographical survey and data from documentary research (Brasil, 2006; 2015). For the purposes of analysis, two documents were cut out to contextualize the educational and constitutive history of the Pedagogy degree course - the National Curriculum Guidelines for the Undergraduate Pedagogy course in CNE Resolution No. 1, in May 15, 2006 and CNE Resolution No. 2, of July 1, 2015. This investigation sought to discuss how dance has been treated as “icing on the cake” and not as a specific field of knowledge in education. Pedagogy training, combined with dance research, strengthens and broadens the role of the teacher, providing them with the necessary paths to create more integrated, creative and inclusive learning environments. It is hoped that this dissertation will foster continuous action irrigated by the flow of ideas and the challenge of continuing the relationship between Dance and Pedagogy. Contributing to the field of Pedagogy being able to understand Dance as a different way from the usual.