Grupo de dança do colégio Marista de Natal: Um percurso formativo em danças Populares

• Ano de defesa: 2016
• Autor(a) principal: Garcez, Artur Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; Programa de pós-graduação em ensino de artes
• Palavras-chave em Português: Dança; Processos Criativos; Grupo de Dança; Educação
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/25906

The research here presented is motivated by my own experiences with the folk dances in Marista of Natal School. The search is proposed, while objective, reflect on the presence of the teaching of dances popular in the Marista of Natal School from the Group of the said dances popular school, as well as analyze the construction of two processes various choreographic created to the Said Group. From the proposed objective, you wondered: Why is it important to teach dances popular in Basic Education? What is the meaning of these dances in a context of dance group? The methodological process of this text is not dissociated from textual our praxis/search with the teaching of the dances popular in the educational context of a private school of Natal and was developed through the descriptive qualitative research whose nature is empirical under the bias of the field study. This research had not the intention to exhaust the narration of the Dance Group of the Marista of Natal School, nor of the dances popular experienced by him, but to draw, among the countless trajectories and lineages presented here, questionings applicants and the new paths to be travelled by students/dancers and choreographer/director who are also researchers-artists. We highlight some points of this reflection as notes for the epistemological activity and the knowledge of dance in the school space. Epistemic scenarios that may become a research agenda, namely: discussion of popular culture in the context of the teaching of dance and the experience of the processes of creation as a possibility of application of these references both in the classroom, either in dance groups; listening and participation of pupils in drafting and creation of various choreographic processes; opening of managers and coordinators for an understanding of dance that exceed the appendix for other disciplines or that it be treated only in the week of the folklore or seasonal feasts of the school; expanded discussion of dance as an area of knowledge that has its own content.