Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Estudos da Presença |
Texto Completo: | https://seer.ufrgs.br/index.php/presenca/article/view/132227 |
Resumo: | This article analyzes the relationships and contributions of somatic practices in the training in dance, in higher education context, based on a study between Lisbon and Rio de Janeiro. The main reflections will be presented, which emphasize the actual concept of Somatics and its possibilities of articulation in the teaching of dance in higher education. In our research, a coexistence of the fields is presented based on two main possibilities: the dryness of the background – Godard’s (2006) concept, which would characterize a request from Somatics in a punctual or utilitarian way –; and another, in which the interaction takes place in such a way that the whole gear of teaching and learning is modified. |
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Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartographySomatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartographySomatics. Dance. Teaching-learning. Performativity. Embodiment.Somatique. Danse. Enseignement-apprentissage. Performativité. Corporéité.Somática. Dança. Ensino-aprendizagem. Performatividade. Corporalização.This article analyzes the relationships and contributions of somatic practices in the training in dance, in higher education context, based on a study between Lisbon and Rio de Janeiro. The main reflections will be presented, which emphasize the actual concept of Somatics and its possibilities of articulation in the teaching of dance in higher education. In our research, a coexistence of the fields is presented based on two main possibilities: the dryness of the background – Godard’s (2006) concept, which would characterize a request from Somatics in a punctual or utilitarian way –; and another, in which the interaction takes place in such a way that the whole gear of teaching and learning is modified.Cet article analyse les relations et les apports des pratiques somatiques dans la formation en danse dans un contexte d'enseignement supérieur à partir d'une étude entre Lisbonne et Rio de Janeiro. Les principales réflexions seront présentées, à partir desquelles le concept actuel d’approche Somatique et ses possibilités d'articulation dans l'enseignement supérieur de la danse seront soulignés. Dans notre recherche, la coexistence des champs est présentée à partir de deux possibilités principales: l’arrière-plan stérile – concept de Godard (2006), qui caractériserait une demande somatique ponctuelle, accessoire ou utilitaire –; et une autre, dans laquelle l'interaction se produit de telle façon que tout le rouage de l'enseignement-apprentissage est modifié.This article analyzes the relationships and contributions of somatic practices in the training in dance, in higher education context, based on a study between Lisbon and Rio de Janeiro. The main reflections will be presented, which emphasize the actual concept of Somatics and its possibilities of articulation in the teaching of dance in higher education. In our research, a coexistence of the fields is presented based on two main possibilities: the dryness of the background - Godard’s (2006) concept, which would characterize a request from Somatics in a punctual or utilitarian way -; and another, in which the interaction takes place in such a way that the whole gear of teaching and learning is modified.Universidade Federal do Rio Grande do Sul2023-07-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/presenca/article/view/132227Brazilian Journal on Presence Studies; Vol. 13 No. 3 (2023): Jul./Set.2023; 1-27Révue Brésilienne d'Études de la Présence; Vol. 13 No. 3 (2023): Jul./Set.2023; 1-27Révue Brésilienne d'Études de la Présence; Vol. 13 No 3 (2023): Jul./Set.2023; 1-27Revista Brasileira de Estudos da Presença; v. 13 n. 3 (2023): Jul./Set.2023; 1-272237-2660reponame:Revista Brasileira de Estudos da Presençainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSenghttps://seer.ufrgs.br/index.php/presenca/article/view/132227/89026Copyright (c) 2023 Revista Brasileira de Estudos da Presençainfo:eu-repo/semantics/openAccessMagalhães, Marina Campos2023-07-06T18:08:36Zoai:seer.ufrgs.br:article/132227Revistahttp://seer.ufrgs.br/presencaPUBhttps://seer.ufrgs.br/presenca/oai||rev.presenca@gmail.com2237-26602237-2660opendoar:2023-07-06T18:08:36Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography |
title |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
spellingShingle |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography Magalhães, Marina Campos Somatics. Dance. Teaching-learning. Performativity. Embodiment. Somatique. Danse. Enseignement-apprentissage. Performativité. Corporéité. Somática. Dança. Ensino-aprendizagem. Performatividade. Corporalização. |
title_short |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
title_full |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
title_fullStr |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
title_full_unstemmed |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
title_sort |
Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography |
author |
Magalhães, Marina Campos |
author_facet |
Magalhães, Marina Campos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Magalhães, Marina Campos |
dc.subject.por.fl_str_mv |
Somatics. Dance. Teaching-learning. Performativity. Embodiment. Somatique. Danse. Enseignement-apprentissage. Performativité. Corporéité. Somática. Dança. Ensino-aprendizagem. Performatividade. Corporalização. |
topic |
Somatics. Dance. Teaching-learning. Performativity. Embodiment. Somatique. Danse. Enseignement-apprentissage. Performativité. Corporéité. Somática. Dança. Ensino-aprendizagem. Performatividade. Corporalização. |
description |
This article analyzes the relationships and contributions of somatic practices in the training in dance, in higher education context, based on a study between Lisbon and Rio de Janeiro. The main reflections will be presented, which emphasize the actual concept of Somatics and its possibilities of articulation in the teaching of dance in higher education. In our research, a coexistence of the fields is presented based on two main possibilities: the dryness of the background – Godard’s (2006) concept, which would characterize a request from Somatics in a punctual or utilitarian way –; and another, in which the interaction takes place in such a way that the whole gear of teaching and learning is modified. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-06 |
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/132227 |
url |
https://seer.ufrgs.br/index.php/presenca/article/view/132227 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/presenca/article/view/132227/89026 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Brasileira de Estudos da Presença info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 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. 13 No. 3 (2023): Jul./Set.2023; 1-27 Révue Brésilienne d'Études de la Présence; Vol. 13 No. 3 (2023): Jul./Set.2023; 1-27 Révue Brésilienne d'Études de la Présence; Vol. 13 No 3 (2023): Jul./Set.2023; 1-27 Revista Brasileira de Estudos da Presença; v. 13 n. 3 (2023): Jul./Set.2023; 1-27 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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