Arte e docência em discurso: um estudo sobre os projetos político-pedagógicos dos cursos de formação superior em Dança no Rio Grande do Sul

• Autor(a) principal: Souza, João Batista Lima de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000jc37
• Texto Completo: http://repositorio.ufsm.br/handle/1/7057
• topic: Arte; Dança; Docência; Formação superior; Art; Dance; Higher education; Teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work constitutes the preparation of a historical-critical overview about higher education in dance in Brazil, answering a question not yet explored within the brazilian academic research, namely, the vertiginous growth of this undergraduate course taken during last decade, a phenomenon that establishes the institutionalization of a field of knowledge. It also proposes to conduct an reflexive investigation about the relations between art and teaching in the professional dance training that is available in five higher education institutions located in the state of Rio Grande do Sul: Universidade Estadual do Rio Grande do Sul (UERGS), Universidade Luterana do Brasil (ULBRA), Universidade Federal de Pelotas (UFPEL), Universidade Federal do Rio Grande do Sul (UFRGS) e Universidade Federal de Santa Maria (UFSM). The proposal consists of a trace, from the perspective of discursive analytic of Michel Foucault, seeking presents elements in the political pedagogical projects of this undergraduate teaching in the contexts of each of the universities mentioned, constituting a multiple case study and setting, as their categories of analysis, courses objectives and egress profiles. Moreover, given the distinct theoretical-methodological conceptions glimpsed in the materiality of the research, the study makes some notes about the issues that intersect in achieving of this formation, scenario where emerging prospects for professional performance of the individual that seeking currently the university training in dance. The study is based, as cited, in Foucault, still relying authors who discuss from the reference offered by his archaeological method. On the other hand, the reflections circumscribed within the art, the teaching and the education are here supported by Marques, Strazzacappa and a number of other researchers who theorize about it.