A dança e as práticas educativas: uma experiência corporal reflexiva na formação de professores

• Autor(a) principal: Minello, Daniela
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000fzrb
• Texto Completo: http://repositorio.ufsm.br/handle/1/27364
• topic: Dança; Corpo; Práticas educativas; Formação de professores; Dance; Body; Educational practices; Teacher qualification; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study aims at bringing up the current issues of dance as knowledge and culture, as well as its educational practices as a reflexive body experience from the perspective of teacher qualification. In addition, it aims at investigating how dance and educational practices can contribute as a reflexive body experience in teacher qualification, verify the body knowledge and action existing in future teachers, and contribute to the knowing and doings of dance, as language and culture, which open possibilities for practical-educative interaction in the creative development of the prospective teachers. It is connected to the Research Line Teacher Education and Qualification from the Post Graduation Program in Education at the Federal University of Santa Maria (UFSM). It has a qualitative approach by means of a Study Case held with the use of Classic Dance, Jazz, and Street Dance applied to a group of female students from teacher training courses at UFSM. The choice of the dance styles was based on the subjects’ body memory and their preferences. The data gathering was made through field diary, questionnaire, semi-structured interviews and portfolio. Through each participant’s body memory was possible to notice a significant difference regarding their experience related to body practices and moving along their lives. It was also possible to realize the implications on and of the body. Moreover, we noticed those differences showed up during the process of learning how to dance, by dance practices and body experiences, in which every movement experienced and processed by the participants helped them to recreate a more aware, conscious, and dancing, body. Another relevant aspect in the study were the changes in the subjects’ body autonomy after experimenting two different dance styles and one type of dance, because they acquired a higher self-steam, now intentional, from the body to the body and from their body expression by the lightness of an expressive, communicative, creative and sensible body. The dance, regarded as a knowledge field in teacher qualification, has contributed to the participants’ reflexive body experience, as well as to the educational, cultural and social needs for everyday situations in human qualification in different educative spaces, among those the school. We infer that dance educative practices are necessary in teacher qualification, thus there is an urge for more dance teacher training courses and degrees to fill this gap in. We conclude that the dance, seen as a knowledge field and cultural phenomena, needs space for dance teachers’ qualification in order to contribute for people’s reflexive body experience in personal, educational, cultural and social everyday situations in an inclusive and reflexive way by using dance educational practices in different educative spaces.