Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching

Detalhes bibliográficos
Autor(a) principal: Corrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela Franken
Data de Publicação: 2022
Outros Autores: Dos Santos (Universidade Federal do Rio Grande do Sul, Porto Alegre/RS, Brasil), Vera Lúcia Bertoni
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos da Presença
Texto Completo: https://seer.ufrgs.br/index.php/presenca/article/view/41528
Resumo: This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985), Silva (2005), and Rengel (2008). On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment
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spelling Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teachingLa Danse a École Élémentaire: l’appropriation de pratiques contemporaines par l’enseignement de la danseDança na Educação Básica: apropriações de práticas contemporâneas no ensino de dançaDanceSchoolTeachingContemporaneityEducationDanseÉcoleEnseignementContemporanéitéÉducationDançaEscolaEnsinoContemporaneidadeEducaçãoThis article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985), Silva (2005), and Rengel (2008). On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environmentL’article met l’accent sur l’enseignement de la danse à l’école elementaire à partir d’une réflexion sur la pertinence de l’adoption des caractéristiques du mouvement artistique post 1950 par les processus de création de danse en dialogue avec des auteurs tels que Hassan (1985), Silva (2005) et Rengel (2008). À cet égard le travail tient compte des transformations instiguées par la danse postmoderne comme résultat d’un redimensionnement du concept de corps ainsi que de la conception de la danse en tant que processus de création, collectif et démocratique et de l’étroitement des relations entre les approches artistiques scolaires et les formes d’art développées en dehors de l’environnement scolaire.O artigo enfoca o ensino de dança na Educação Básica a partir da reflexão sobre a pertinência da adoção de características do movimento artístico pós-1950 nos processos de criação em dança, em diálogo com autores como Hassan (1985), Silva (2005) e Rengel (2008). Nessa perspectiva, são consideradas mudanças de atitude nas práticas de ensino e aprendizagem em dança, decorrentes de transformações instigadas pela dança pós-moderna, tais como: o redimensionamento do conceito de corpo, a concepção de dança como processo criativo, coletivo e democrático e o estreitamento das relações entre as abordagens artísticas escolares e as formas de arte que se desenvolvem fora do ambiente escolar.Universidade Federal do Rio Grande do Sul2022-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/presenca/article/view/41528Brazilian Journal on Presence Studies; Vol. 4 No. 3 (2014): set./dez. 2014; 509-526Révue Brésilienne d'Études de la Présence; Vol. 4 No. 3 (2014): set./dez. 2014; 509-526Révue Brésilienne d'Études de la Présence; Vol. 4 No 3 (2014): set./dez. 2014; 509-526Revista Brasileira de Estudos da Presença; v. 4 n. 3 (2014): set./dez. 2014; 509-5262237-2660reponame:Revista Brasileira de Estudos da Presençainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/presenca/article/view/41528/50608Copyright (c) 2022 Revista Brasileira de Estudos da Presençainfo:eu-repo/semantics/openAccessCorrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela FrankenDos Santos (Universidade Federal do Rio Grande do Sul, Porto Alegre/RS, Brasil), Vera Lúcia Bertoni2022-10-14T19:23:58Zoai:seer.ufrgs.br:article/41528Revistahttp://seer.ufrgs.br/presencaPUBhttps://seer.ufrgs.br/presenca/oai||rev.presenca@gmail.com2237-26602237-2660opendoar:2022-10-14T19:23:58Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
La Danse a École Élémentaire: l’appropriation de pratiques contemporaines par l’enseignement de la danse
Dança na Educação Básica: apropriações de práticas contemporâneas no ensino de dança
title Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
spellingShingle Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
Corrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela Franken
Dance
School
Teaching
Contemporaneity
Education
Danse
École
Enseignement
Contemporanéité
Éducation
Dança
Escola
Ensino
Contemporaneidade
Educação
title_short Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
title_full Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
title_fullStr Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
title_full_unstemmed Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
title_sort Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
author Corrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela Franken
author_facet Corrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela Franken
Dos Santos (Universidade Federal do Rio Grande do Sul, Porto Alegre/RS, Brasil), Vera Lúcia Bertoni
author_role author
author2 Dos Santos (Universidade Federal do Rio Grande do Sul, Porto Alegre/RS, Brasil), Vera Lúcia Bertoni
author2_role author
dc.contributor.author.fl_str_mv Corrêa (Universidade Federal de Pelotas, Pelotas/RS, Brasil), Josiane Gisela Franken
Dos Santos (Universidade Federal do Rio Grande do Sul, Porto Alegre/RS, Brasil), Vera Lúcia Bertoni
dc.subject.por.fl_str_mv Dance
School
Teaching
Contemporaneity
Education
Danse
École
Enseignement
Contemporanéité
Éducation
Dança
Escola
Ensino
Contemporaneidade
Educação
topic Dance
School
Teaching
Contemporaneity
Education
Danse
École
Enseignement
Contemporanéité
Éducation
Dança
Escola
Ensino
Contemporaneidade
Educação
description This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985), Silva (2005), and Rengel (2008). On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment
publishDate 2022
dc.date.none.fl_str_mv 2022-10-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/presenca/article/view/41528
url https://seer.ufrgs.br/index.php/presenca/article/view/41528
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/presenca/article/view/41528/50608
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Brazilian Journal on Presence Studies; Vol. 4 No. 3 (2014): set./dez. 2014; 509-526
Révue Brésilienne d'Études de la Présence; Vol. 4 No. 3 (2014): set./dez. 2014; 509-526
Révue Brésilienne d'Études de la Présence; Vol. 4 No 3 (2014): set./dez. 2014; 509-526
Revista Brasileira de Estudos da Presença; v. 4 n. 3 (2014): set./dez. 2014; 509-526
2237-2660
reponame:Revista Brasileira de Estudos da Presença
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Revista Brasileira de Estudos da Presença
collection Revista Brasileira de Estudos da Presença
repository.name.fl_str_mv Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||rev.presenca@gmail.com
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