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Abordagens somáticas na formação em dança no ensino superior: processos de percepção-sensibilidade a partir de um estudo entre Lisboa e o Rio de Janeiro
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Resumo(s)
This thesis analyzes the relationships and contributions of somatic practices in the training of dance, in the context of higher education, based on a study between Lisbon and Rio de Janeiro, namely, in the undergraduate courses of Escola Superior de Danca (ESD) and Faculdade de Motricidade Humana (FMH), in Lisbon; and in the courses of Universidade Federal do Rio de Janeiro (UFRJ) and Faculdade Angel Vianna (FAV), in Rio de Janeiro. This study started from a qualitative approach with methodological perspectives of Comparative Education (Popkewitz, 2002; Schriewer, 2001, Catani & Novoa, 2000) and Cartography as a research method (Passos, Kastrup & Escossia, 2009). Through the experiences driven by field research in communion with our own experience – which we can characterize as a participant observation (Ingold, 2014, 2020) – three thematic axes discussed throughout this text were developed: Somatics as an epistemological field; Somatics as a prerogative of curricular cartography; Somatics as an investigation of corporeities. Starting from the hypothesis that Somatics contributes with new pedagogical paths, changing the ways of teaching-learning dance beyond the classic mechanistic epistemology, a contribution was made based on three tracks: (1) arriving – experience a “fullvoid”; (2) awakening – (de)building an inventory of oneself; and (3) experimenting – investigate dance states. The notion of movement deconstruction (Vianna, 2005; Derrida, 2012) is evident for an investigation that mainly aims to create another type of teaching-learning relationship
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Somática - prática (Dança) Dança Ensino-aprendizagem Ensino Superior Corporalização Pedagogia Estética