Dance emotional experience in teacher education

Detalhes bibliográficos
Autor(a) principal: Ferreira, Luciana Haddad
Data de Publicação: 2023
Outros Autores: Takahachi, Victoria Ramos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Pesquisa (Auto)biográfica
Texto Completo: https://www.revistas.uneb.br/index.php/rbpab/article/view/17253
Resumo: The present study, of a narrative nature, is inserted in the field of teacher training, with a focus on aesthetic education. We launched a look at the exchange of letters between students of the Pedagogy course at a public university in the Southeast, who recognize the daily practice of dancing as a point of convergence in their formative processes. Having as research objectives to identify and understand the possible contributions of dance practice to teacher training and to reflect on aesthetic education as a producer of meanings of being a teacher, we took the exchanged letters and other narrative records, complementary to them, as objects of study . The analyses, carried out in dialogue with the principles of the Historical-Cultural theory, show the experience in dance as a process that generates development and expansion of the teacher's state of consciousness. The narratives point to dance as: a form of expression; creation process; perception of oneself and the other. The research points to the urgency of thinking about formative practices of aesthetic education, which are based on art and sensitive ways of approaching reality, which value contexts, life trajectories and collectively produced knowledge.
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spelling Dance emotional experience in teacher educationExperiencia en danza en formación de profesoresA vivência em dança na formação de professoresPedagogic narrativesEmotional experiencedanceTeacher trainingAesthetic educationNarrativas pedagógicasExperiencia emocionalBailarFormación del profesoradoEducación estéticaNarrativas pedagógicasEducação estéticaFormação de professoresDançaVivênciaThe present study, of a narrative nature, is inserted in the field of teacher training, with a focus on aesthetic education. We launched a look at the exchange of letters between students of the Pedagogy course at a public university in the Southeast, who recognize the daily practice of dancing as a point of convergence in their formative processes. Having as research objectives to identify and understand the possible contributions of dance practice to teacher training and to reflect on aesthetic education as a producer of meanings of being a teacher, we took the exchanged letters and other narrative records, complementary to them, as objects of study . The analyses, carried out in dialogue with the principles of the Historical-Cultural theory, show the experience in dance as a process that generates development and expansion of the teacher's state of consciousness. The narratives point to dance as: a form of expression; creation process; perception of oneself and the other. The research points to the urgency of thinking about formative practices of aesthetic education, which are based on art and sensitive ways of approaching reality, which value contexts, life trajectories and collectively produced knowledge.El presente estudio, de carácter narrativo, se inserta en el campo de la formación docente, con foco en la educación estética. Lanzamos una mirada al intercambio epistolar entre estudiantes de la carrera de Pedagogía de una universidad pública del Sureste, quienes reconocen la práctica cotidiana de la danza como un punto de convergencia en sus procesos formativos. Teniendo como objetivos de investigación identificar y comprender las posibles contribuciones de la práctica de la danza a la formación docente y reflexionar sobre la educación estética como productora de sentidos del ser docente, tomamos las cartas intercambiadas y otros registros narrativos, complementarios a ellos, como objetos de estudiar Los análisis, realizados en diálogo con los principios de la teoría Histórico-Cultural, muestran la experiencia en la danza como un proceso generador de desarrollo y ampliación del estado de conciencia del docente. Las narraciones apuntan a la danza como: una forma de expresión; proceso de creación; percepción de uno mismo y del otro. La investigación apunta para la urgencia de pensar prácticas formativas de educación estética, que se basen en el arte y en formas sensibles de acercarse a la realidad, que valoricen contextos, trayectorias de vida y saberes producidos colectivamente.O presente estudo, de caráter narrativo, se insere no campo da formação docente, com foco na educação estética. Lançamos olhar para a troca de cartas realizada entre estudantes do curso de Pedagogia de uma universidade pública do sudeste, que reconhecem como um ponto de convergência em seus processos formativos a prática cotidiana de dançar. Tendo como objetivos de pesquisa identificar e compreender as possíveis contribuições da prática em dança para a formação docente e refletir sobre a educação estética como produtora de sentidos do ser professora, tomamos as cartas trocadas e outros registros narrativos, complementares a elas, como objetos de estudo. As análises, realizadas em diálogo com os princípios da teoria Histórico-Cultural, evidenciam a vivência em dança como processo que gera desenvolvimento e ampliação do estado de consciência da professora. As narrativas apontam para a dança como: forma de expressão; processo de criação; percepção de si e do outro. A pesquisa aponta para a urgência de se pensar em práticas formativas de educação estética, que se pautem na arte e em formas sensíveis de aproximação da realidade, que valorizem os contextos, as trajetórias de vida e os saberes produzidos coletivamente.Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/rbpab/article/view/1725310.31892/rbpab2525-426X.2023.v8.n23.e1136Revista Brasileira de Pesquisa (Auto)biográfica; Vol. 8 Núm. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e1136REVUE BRÉSILIENNE DE RECHERCHE (AUTO)BIOGRAPHIQUE; Vol. 8 No. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e1136Revista Brasileira de Pesquisa (Auto)biográfica; v. 8 n. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e11362525-426X10.31892/rbpab2525-426X.v8.n23reponame:Revista Brasileira de Pesquisa (Auto)biográficainstname:Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)instacron:BIOporhttps://www.revistas.uneb.br/index.php/rbpab/article/view/17253/12898Copyright (c) 2023 Revista Brasileira de Pesquisa (Auto)biográficainfo:eu-repo/semantics/openAccessFerreira, Luciana HaddadTakahachi, Victoria Ramos2023-12-31T02:32:04Zoai:ojs.revistas.uneb.br:article/17253Revistahttp://revistas.uneb.br/index.php/rbpab/indexhttps://www.revistas.uneb.br/index.php/rbpab/oai||esclementino@uol.com.br|| biographassociacao@gmail.com2525-426X2525-426Xopendoar:2023-12-31T02:32:04Revista Brasileira de Pesquisa (Auto)biográfica - Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)false
dc.title.none.fl_str_mv Dance emotional experience in teacher education
Experiencia en danza en formación de profesores
A vivência em dança na formação de professores
title Dance emotional experience in teacher education
spellingShingle Dance emotional experience in teacher education
Ferreira, Luciana Haddad
Pedagogic narratives
Emotional experience
dance
Teacher training
Aesthetic education
Narrativas pedagógicas
Experiencia emocional
Bailar
Formación del profesorado
Educación estética
Narrativas pedagógicas
Educação estética
Formação de professores
Dança
Vivência
title_short Dance emotional experience in teacher education
title_full Dance emotional experience in teacher education
title_fullStr Dance emotional experience in teacher education
title_full_unstemmed Dance emotional experience in teacher education
title_sort Dance emotional experience in teacher education
author Ferreira, Luciana Haddad
author_facet Ferreira, Luciana Haddad
Takahachi, Victoria Ramos
author_role author
author2 Takahachi, Victoria Ramos
author2_role author
dc.contributor.author.fl_str_mv Ferreira, Luciana Haddad
Takahachi, Victoria Ramos
dc.subject.por.fl_str_mv Pedagogic narratives
Emotional experience
dance
Teacher training
Aesthetic education
Narrativas pedagógicas
Experiencia emocional
Bailar
Formación del profesorado
Educación estética
Narrativas pedagógicas
Educação estética
Formação de professores
Dança
Vivência
topic Pedagogic narratives
Emotional experience
dance
Teacher training
Aesthetic education
Narrativas pedagógicas
Experiencia emocional
Bailar
Formación del profesorado
Educación estética
Narrativas pedagógicas
Educação estética
Formação de professores
Dança
Vivência
description The present study, of a narrative nature, is inserted in the field of teacher training, with a focus on aesthetic education. We launched a look at the exchange of letters between students of the Pedagogy course at a public university in the Southeast, who recognize the daily practice of dancing as a point of convergence in their formative processes. Having as research objectives to identify and understand the possible contributions of dance practice to teacher training and to reflect on aesthetic education as a producer of meanings of being a teacher, we took the exchanged letters and other narrative records, complementary to them, as objects of study . The analyses, carried out in dialogue with the principles of the Historical-Cultural theory, show the experience in dance as a process that generates development and expansion of the teacher's state of consciousness. The narratives point to dance as: a form of expression; creation process; perception of oneself and the other. The research points to the urgency of thinking about formative practices of aesthetic education, which are based on art and sensitive ways of approaching reality, which value contexts, life trajectories and collectively produced knowledge.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
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dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/rbpab/article/view/17253
10.31892/rbpab2525-426X.2023.v8.n23.e1136
url https://www.revistas.uneb.br/index.php/rbpab/article/view/17253
identifier_str_mv 10.31892/rbpab2525-426X.2023.v8.n23.e1136
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/rbpab/article/view/17253/12898
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Brasileira de Pesquisa (Auto)biográfica
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Brasileira de Pesquisa (Auto)biográfica
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)
publisher.none.fl_str_mv Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)
dc.source.none.fl_str_mv Revista Brasileira de Pesquisa (Auto)biográfica; Vol. 8 Núm. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e1136
REVUE BRÉSILIENNE DE RECHERCHE (AUTO)BIOGRAPHIQUE; Vol. 8 No. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e1136
Revista Brasileira de Pesquisa (Auto)biográfica; v. 8 n. 23 (2023): Revista Brasileira de Pesquisa (Auto)biográfica; e1136
2525-426X
10.31892/rbpab2525-426X.v8.n23
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