O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/26549 |
Resumo: | This study presents reflections on the vocabulary that constitutes and de-shapes the idea of an artist teaching or teaching artist in dance. For this, the dissertation consists of two main parts, the first concerns the theoretical framework that seeks to highlight the importance of the theme for dance and education from a detailed survey in national repositories. The second enables the experimental and unpublished part of the investigation, in which it narrates the trajectory of three dance teaching artists in the state of Rio Grande do Sul, through interviews, reflection on their works and dance practices. The participants of this investigation were Eva Schul from Porto Alegre, Alline Fernandez from Santa Maria and Matheus Brusa from Caxias do Sul. As guiding problems arise: what critical-performative gestures constitute the dance teachers artists in the state of RS, especially those who work in spaces of schools, collectives and dance companies? what dichotomies or in-between-places constitute these professionals? The methodological approach approaches Bricolage conceptions in a multi-referential, relational and historical operation, mainly to think/do an interdisciplinary research that talks to several authors and theories. Critical-performative pedagogy is established in the sense of conducting the methodological, epistemological and conceptual arrangements of research. Bricolage and critical-performative pedagogy work as elastic approaches, allowing openings and cracks to build research in education that is separate from those canonized. It is concluded that experience seems to be the thread that leads these teaching artists in a life-work guided by practice, orality, body to body, by the gesture of teaching, creating and transmitting possibilities of experience. It is therefore an embodied practice of gestures, stutters, accents, markings, clicks, attempts and encounters with each other. It is a gesture always in relation to the other, but that in a way reflects itself and its predecessors. |
id |
UFSM_35eb6dec355bcc473a6bba0bfb1eed2c |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/26549 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do SulThe critical-performative gesture of the artist teacher in dance: investigations with dance artist teachers in the state of Rio Grande do SulDançaArtista docentePedagogia crítico-performativaDanceArtist teacherCritical-performative pedagogyCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study presents reflections on the vocabulary that constitutes and de-shapes the idea of an artist teaching or teaching artist in dance. For this, the dissertation consists of two main parts, the first concerns the theoretical framework that seeks to highlight the importance of the theme for dance and education from a detailed survey in national repositories. The second enables the experimental and unpublished part of the investigation, in which it narrates the trajectory of three dance teaching artists in the state of Rio Grande do Sul, through interviews, reflection on their works and dance practices. The participants of this investigation were Eva Schul from Porto Alegre, Alline Fernandez from Santa Maria and Matheus Brusa from Caxias do Sul. As guiding problems arise: what critical-performative gestures constitute the dance teachers artists in the state of RS, especially those who work in spaces of schools, collectives and dance companies? what dichotomies or in-between-places constitute these professionals? The methodological approach approaches Bricolage conceptions in a multi-referential, relational and historical operation, mainly to think/do an interdisciplinary research that talks to several authors and theories. Critical-performative pedagogy is established in the sense of conducting the methodological, epistemological and conceptual arrangements of research. Bricolage and critical-performative pedagogy work as elastic approaches, allowing openings and cracks to build research in education that is separate from those canonized. It is concluded that experience seems to be the thread that leads these teaching artists in a life-work guided by practice, orality, body to body, by the gesture of teaching, creating and transmitting possibilities of experience. It is therefore an embodied practice of gestures, stutters, accents, markings, clicks, attempts and encounters with each other. It is a gesture always in relation to the other, but that in a way reflects itself and its predecessors.Esse estudo apresenta reflexões do vocabulário que constitui e de-forma a ideia de um/a artista docente ou docente artista na dança. Para isso a dissertação compõe-se de duas partes principais, a primeira diz respeito ao arcabouço teórico que busca evidenciar a importância da temática para a dança e educação a partir de um levantamento detalhado em repositórios nacionais. Já a segunda viabiliza a parte experimental e inédita da investigação, na qual narra a trajetória de três artistas docentes de dança no estado do Rio Grande do Sul, por meio de entrevistas, reflexão de suas obras e práticas de dança. Os/as participantes desta investigação foram Eva Schul de Porto Alegre, Alline Fernandez de Santa Maria e Matheus Brusa de Caxias do Sul. Como problemáticas norteadoras surgem: quais gestos crítico-performativos constituem os/as artistas docentes de dança no estado do RS, principalmente aqueles/as que atuam em espaços de escolas, coletivos e companhias de dança? quais dicotomias ou entre-lugares constituem esses/as profissionais? A abordagem metodológica aproxima-se de concepções da Bricolagem numa operação multireferencial, relacional e histórica, principalmente para pensar/fazer uma pesquisa interdisciplinar e que conversa com vários autores e teorias. A pedagogia crítico-performativa instaura-se no sentido de conduzir os arranjos metodológicos, epistemológicos e conceituais do pesquisar. A bricolagem e a pedagogia crítico-performativa funcionam como abordagens elásticas, permitindo aberturas e frestas para construir uma pesquisa em educação apartada daquelas canonizadas. Conclui-se que a experiência parece ser o fio que conduz esses/as artistas docentes em uma vida-obra guiada pela prática, pela oralidade, pelo corpo a corpo, pelo gesto de ensinar, criar e transmitir possibilidades de experiência. É portanto, uma prática incorporada de gestos, gagueiras, acentos, marcações, estalos, tentativas e encontros, uns com os outros. É um gesto sempre em relação ao outro, mas que de certo modo reflete a si próprio e seus antecessores/as.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoPereira, Marcelo de Andradehttp://lattes.cnpq.br/1518610535671838Icle, GilbertoMatos, Lúcia Helena Alfredi deSantos, Oneide Alessandro Silva dos2022-10-18T15:40:30Z2022-10-18T15:40:30Z2022-08-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/26549porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-10-18T15:40:30Zoai:repositorio.ufsm.br:1/26549Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-10-18T15:40:30Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul The critical-performative gesture of the artist teacher in dance: investigations with dance artist teachers in the state of Rio Grande do Sul |
title |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
spellingShingle |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul Santos, Oneide Alessandro Silva dos Dança Artista docente Pedagogia crítico-performativa Dance Artist teacher Critical-performative pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
title_full |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
title_fullStr |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
title_full_unstemmed |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
title_sort |
O gesto crítico-performativo do/a artista docente em dança: investigações com artistas docentes de dança no estado do Rio Grande do Sul |
author |
Santos, Oneide Alessandro Silva dos |
author_facet |
Santos, Oneide Alessandro Silva dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pereira, Marcelo de Andrade http://lattes.cnpq.br/1518610535671838 Icle, Gilberto Matos, Lúcia Helena Alfredi de |
dc.contributor.author.fl_str_mv |
Santos, Oneide Alessandro Silva dos |
dc.subject.por.fl_str_mv |
Dança Artista docente Pedagogia crítico-performativa Dance Artist teacher Critical-performative pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Dança Artista docente Pedagogia crítico-performativa Dance Artist teacher Critical-performative pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study presents reflections on the vocabulary that constitutes and de-shapes the idea of an artist teaching or teaching artist in dance. For this, the dissertation consists of two main parts, the first concerns the theoretical framework that seeks to highlight the importance of the theme for dance and education from a detailed survey in national repositories. The second enables the experimental and unpublished part of the investigation, in which it narrates the trajectory of three dance teaching artists in the state of Rio Grande do Sul, through interviews, reflection on their works and dance practices. The participants of this investigation were Eva Schul from Porto Alegre, Alline Fernandez from Santa Maria and Matheus Brusa from Caxias do Sul. As guiding problems arise: what critical-performative gestures constitute the dance teachers artists in the state of RS, especially those who work in spaces of schools, collectives and dance companies? what dichotomies or in-between-places constitute these professionals? The methodological approach approaches Bricolage conceptions in a multi-referential, relational and historical operation, mainly to think/do an interdisciplinary research that talks to several authors and theories. Critical-performative pedagogy is established in the sense of conducting the methodological, epistemological and conceptual arrangements of research. Bricolage and critical-performative pedagogy work as elastic approaches, allowing openings and cracks to build research in education that is separate from those canonized. It is concluded that experience seems to be the thread that leads these teaching artists in a life-work guided by practice, orality, body to body, by the gesture of teaching, creating and transmitting possibilities of experience. It is therefore an embodied practice of gestures, stutters, accents, markings, clicks, attempts and encounters with each other. It is a gesture always in relation to the other, but that in a way reflects itself and its predecessors. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-18T15:40:30Z 2022-10-18T15:40:30Z 2022-08-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/26549 |
url |
http://repositorio.ufsm.br/handle/1/26549 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922140421095424 |