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

Detalhes bibliográficos
Autor(a) principal: Magalhães, Marina Campos
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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spelling 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)
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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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