Experiências em dança: uma sistematização de práticas pedagógicas para a formação do profissional reflexivo
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Data
2018-10-05
Autores
Alves, Carine de Mendonça [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esse estudo tem por objetivo refletir sobre o processo de construção dos Saberes em Dança na formação inicial do professor de arte. Partimos do pressuposto de que para ensinar Dança é preciso vivenciá-la no corpo e pelo corpo para que o sujeito possa se apropriar e (in)corporar essa linguagem (GODOY, 2016). Tendo como base esse pressuposto, recorremos à pesquisa de doutorado desenvolvida por Andrade (2016) intitulada “Dança para Criança”, que apresenta uma proposta de ensino da dança voltada aos profissionais que lecionam para crianças. Para tanto desenvolvi práticas pedagógicas nomeadas de Experiências em Dança (ED), que foram aplicadas em doze encontros junto aos estudantes/participantes do 4º ano do curso de Licenciatura em Arte – Teatro da Universidade Estadual Paulista “Júlio de Mesquita Filho” – Unesp – Instituto de Artes, São Paulo. A pergunta que respondo é como uma proposta para o ensino da linguagem da dança, apresentada e vivenciada por meio de uma sistematização de práticas pedagógicas no contexto da formação inicial de professores, pode contribuir para a construção dos Saberes em Dança que acreditamos serem necessários para o ensino dessa linguagem? Por se tratar de uma pesquisa qualitativa, na qual utilizo a pesquisa-ação (THIOLLENT, 1986), os resultados foram obtidos por meio de vivência participativa nas ED, pelos questionários e pelas impressões da pesquisadora-participante. As referências se pautam nos estudos de Godoy (2012, 2013, 2014, 2016), Larossa (2002, 2004, 2011, 2016), Alarcão (2007, 2011) e Schön (1992, 2000).
This study has the objective of reflecting on the construction process of Knowledge of Dance on the initial training of an Art teacher. We start on the assumption that to teach Dance it is necessary to experience it in the body and by the body, in order for the subject to appropriate it and embody this language (GODOY, 2016). Based on this assumption, we resort to the PhD research developed by Andrade (2016), entitled “Dance for Children” which presents a dance teaching proposal aimed at professionals who teach to children. Therefore, I developed pedagogical practices named Experiences in Dance (ED), which where applied in a dozen of meetings with students/participants of the 4th year of the Bachelor in Arts – Theater of the São Paulo State University “Júlio Mesquita Filho” – Unesp -, Arts Institute, São Paulo. The question I answer is how a proposal to the teaching of the language of dance presented and experienced through a systematization of the pedagogical practices in the context of the initial training of the teachers, can contribute to the construction of Knowledge of Dance that we believe it is necessary to the teaching of this language? Because it is a qualitative research, in which I use the action research (THIOLLENT, 1986), the results were obtained by participatory experience in ED, by the questionnaires and by the impressions of the researcher-participant. References are based on the studies of Godoy (2012, 2013, 2014, 2016), Larossa (2002, 2004, 2011, 2016), Alarcão (2007, 2011) and Schön (1992, 2000).
This study has the objective of reflecting on the construction process of Knowledge of Dance on the initial training of an Art teacher. We start on the assumption that to teach Dance it is necessary to experience it in the body and by the body, in order for the subject to appropriate it and embody this language (GODOY, 2016). Based on this assumption, we resort to the PhD research developed by Andrade (2016), entitled “Dance for Children” which presents a dance teaching proposal aimed at professionals who teach to children. Therefore, I developed pedagogical practices named Experiences in Dance (ED), which where applied in a dozen of meetings with students/participants of the 4th year of the Bachelor in Arts – Theater of the São Paulo State University “Júlio Mesquita Filho” – Unesp -, Arts Institute, São Paulo. The question I answer is how a proposal to the teaching of the language of dance presented and experienced through a systematization of the pedagogical practices in the context of the initial training of the teachers, can contribute to the construction of Knowledge of Dance that we believe it is necessary to the teaching of this language? Because it is a qualitative research, in which I use the action research (THIOLLENT, 1986), the results were obtained by participatory experience in ED, by the questionnaires and by the impressions of the researcher-participant. References are based on the studies of Godoy (2012, 2013, 2014, 2016), Larossa (2002, 2004, 2011, 2016), Alarcão (2007, 2011) and Schön (1992, 2000).
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Palavras-chave
Dança, Formação de professores, Práticas pedagógicas, Conhecimento Sensível, Saberes em dança, Dance, Teacher training, Pedagogical practices, Knowledge of dance, Sensitive knowledge